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评估政策

Assessment Policy 

 

一、华美幼儿园使命宣言HMISK Mission Statement

办园愿景: 帮助孩子适应变化的未来

       Our vision is to prepare our children to adapt for the changing future.

   育人目标:培养身健心盈的未来世界公民

        Our mission is to help our children to lay a foundation for becoming healthy and rich-minded global citizens.

 

       对育人目标及达成路径的解读:

-          “身健”:即身体健康。幼儿园以合理的一日生活安排、科学搭配的营养餐食、充足的户外游戏时间、丰富的体育游戏区为保障,培养享受运动、动作发展均衡的健康幼儿。

-          “心盈”:即内心充盈。幼儿园营造充满爱的家园氛围、创设好玩的乐园天地、打造有趣的学园空间、构建美丽的花园世界;以探究课程为载体,培养懂得关爱、积极探究、勤学好问、善于交流、胸襟开阔、勇于尝试的幼儿。

-          “未来世界公民”:在幼儿阶段,喜欢多元文化体验活动,具备初步的英文交际能力;培养初步的思考、沟通、社交、研究与自我管理能力。

 

Interpretation of the mission and how to accomplish the mission:

-          Healthy: In order to develop healthy children who enjoy exercise with a balanced motor development, we provide reasonable daily living arrangements, scientifically matched nutritious meals, sufficient outdoor time with rich sports game areas.

 

-          Rich-minded: In order to develop caring and open-minded inquirers, communicators and risk-takers, we provide an inquiry-based curriculum and create an atmosphere full of love, an attractive learning space, fun and interesting playgrounds with a beautiful garden.

 

-          Global citizens in the future: In our kindergarten, we encourage the children to take part in intercultural activities, have simple English communication skills; also develop basic thinking skills, communication skills, social skills, research skills and self-management skills.


二、评估理念Assessment Philosophy

   评估应该是开放的,用正确的方式,有组织的支持学生的学习。它应该指导教师的备课,教学及确定中心思想。评估帮助教师回顾中心思想并评估学生对它的理解。评估活动发生在老师,学生及同伴之间,学生和老师应视评估为学习的一个主要部分。评估应反映学生学习的所有领域。

Assessment should be open-ended and supports students’ learning in an organized and right way. It should provide guidance for the teachers’ class preparation, teaching and confirmation of the central idea. It helps teachers to review the central idea and assess students’ understanding to it. It can happen among teachers, students and peers. Students and teachers should regard assessment as a major element to the whole study process. The assessment reflects all aspects of students’ study.

 

三、有效的评估应该是What should Effective Assessment be:

在单元开始前应确定评估内容,评估方式应该是清晰、简单,符合年龄特征、多样化并能照顾到每一个学生的需要。 评估是为了检查学生对主题的理解,帮助理解我们的学生,应允许学生用不同的方式表达他们的理解,展示他们知道的;评估应贯穿于整个学习过程,直接联系学习成果,通过评估发现学生需要进一步支持的地方。

Before every unit starts, the assessment plan should be clear, simple, age-specific, diverse and attend to everyone’s practical needs. The assessment is to examine students’ understanding of the theme, to help understand our students. Students could use different ways to express their understanding and to present what they know. The assessment should walk through the whole learning process, directly linking towards learning outcomes, and should find wherever the students need support.


四、评估的原则Assessment Principles

1. 有效的评估允许老师Effective Assessment allows the teacher to: 

Ÿ           在学习之前确定评估内容并将其植入学习活动中Plan them and build them into learning, rather than following up afterwards;

Ÿ           获得关于教学与学习过程中各个阶段的信息 Acquire information in all stages along the teaching and learning process;

Ÿ           包括老师和学生的合作或者学生之间的合作Include collaboration between the student and teacher or among students 

Ÿ           考虑到不同的文化背景和不同的学习方式及知识体系Take into account different cultural contexts, different ways of learning and knowledge system;

Ÿ           提供能被他人理解的证据Produce evidence that can be reported and understood by students, parents, teachers, administrators and board members;

Ÿ           根据老师和学生共同感兴趣的领域制定下一阶段活动Plan further activities that address areas of interest for the teacher and students  

 

2. 有效的评估允许学生Effective Assessments allow the students to: 

Ÿ           事先知道并理解标准Understand criteria in advance;

Ÿ           分析他们的学习,理解他们需要改进的地方Analyze their learning and understand what needs to be improved;

Ÿ           展示他们概念的理解范围、知识和技能Demonstrate the range of their conceptual understandings, their knowledge and skills; 

Ÿ           综合应用所学知识Apply their knowledge learnt;

Ÿ           突出他们的优势,展示自己的优势和专长Highlight their strengths and demonstrate mastery and expertise 

Ÿ           表达不同的观点和理解 Express different points of view and interpretations 

Ÿ           促进反思,自我评估及同伴之间的评估Promote reflection, self-assessment and peer-evaluation 


3. 有效评估允许家长 Effective Assessments allow the parents to:

Ÿ           看到学生成长和学习的证据see the evidence of student’s growth and learning;

Ÿ           深入了解学生学习的过程 understand student’s learning process in depth;

Ÿ           适时有效的支持学生的学习support students’ learning in a timely and effective manner.


五、有效的评估工具/策略Effective Assessment Tools/Strategies

教学过程中,既要评估学生已有的知识与经验,也要跟踪在教学过程中学生取得的成绩,教师需要通过前期性评估、形成性评估和总结性评估,获取有关学生知识、技能与概念理解方面的数据,从而更好地计划和完善教学。

In the teaching process, we not only assess the present knowledge and experience of students, but also follow up students’ achievement during the whole process. Teachers needs the pre-evaluation, formative evaluation and summative evaluation to acquire data about student knowledge, skills and conceptual understanding in order to better plan and prefect their teaching.

 

1.前期性评估Pre-assessment

在学习开始之前我们要对学生已有的知识经验进行评估,根据学生的已有知识经验去制定或调整教学计划。

Before the learning, we need to assess students’ present knowledge and experience and accordingly make or adjust the teaching plans.

 

评估策略/工具Assessment Tools/Strategies

Ÿ         亲子问卷调查Parent-child questionnaire

Ÿ         谈话活动 Face-to-face conversation

Ÿ         观察 Observation

Ÿ         思维导图Mind map

Ÿ         轶事记录Anecdotal records

Ÿ         意见交织 Idea spinner

Ÿ         问题墙 Wonder wall

 

2.形成性评估 Formative Assessment

形成性评估提供制定下一阶段学习活动的信息。它和学习相互编织,可以帮助教师和学生找出学生已有的知识和可以做的。形成性评估和教学直接联系,相互作用。形成性评估通过定期的和经常的反馈促进学习。

Formative evaluation help provide information to plan learning activities in the next phase. It is woven into the study process and can help both teachers and students to find the present knowledge and what can be done. Formative assessment is directly related to teaching and helps promote study via regular and timely feedback.

 

评估策略/工具Assessment Tools/Strategies

Ÿ         书面、听觉或者视觉的反思Written, acoustic or visual reflection

Ÿ         同伴/自我评估Peer/self-assessment

Ÿ         连续评估记录表 Continuous Assessment Records

Ÿ         问题标签Question Exit Slip

Ÿ         交通指示灯Traffic Light Cards

Ÿ         手势信号Sign Language

Ÿ         交谈 Turn and Talk

Ÿ         小组头脑风暴Paired Brainstorm

Ÿ         赞同圈Agreement Circles

 

3.总结性评估Summative Assessment

总结性评估使教师和学生都能够清楚地了解到学生的理解程度,给予学生机会展示自己学习的知识。它可以同时评估几个因素:它检测和提高学生的学习,老师的教育教学;它测量对中心思想的理解,提示学生开展行动。

Summative assessment allows teachers and students to better learn about students’ level of understanding, giving them the opportunity to showcase what they have learnt. The assessment takes into account the following elements: examination and elevation of students’ learning and teachers’ teaching as well as the understanding of central ideas indicating students’ actions.

 

评估策略/工具Assessment Tools/Strategies

Ÿ         辩论赛Debate Contest

Ÿ         交谈Conversation

Ÿ         评估细则表Rubrics

Ÿ         同伴/自我评估Peer/self-assessment

Ÿ         作品展、表演、评估报告Exhibition, performance and reports

Ÿ         开放式作业Open-ended tasks

Ÿ         考核表、评估准则计划和报告Checklists, Assessment Criteria Plan and reports

Ÿ         教师需要评估学生对探究单元中心思想的理解。Teachers need to evaluate students’ understanding to the central idea of inquiry unit.

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六、学生成长档案 Student Portfolio

学生成长档案为学生在小学阶段的发展提供证据和指导。作为评估的一项,成长档案收集学生和老师共同选取的评估材料(过程性和总结性), 之后可以确立个人的目标并制定教学与学习计划。

Student portfolio provides evidence and guidance for students’ development in primary education. As part of the evaluation, the portfolio collects (formative and summative) assessment materials willingly chosen by both the teacher and the students, after which personal goals could be made as well as teaching and learning plans.

 

以下是学生成长档案指引Student portfolio guidance is as follows:

• 学生的档案是以超学科主题划分的

The portfolio is divided by transdisciplinary themes

• 学生和老师共同选择放到档案里的材料(美术作品、亲子学习目标、教师评价学生评价) 

     Teachers and students together put the materials into the profile (paintings, parent-child learning goals, teachers’ assessment, students’ assessment etc.)

• 学生自选的作品,教师辅助学生附上选择的说明

 Students get to choose their own works and teachers help to demonstrate and explain

• 成长档案供以下人员阅读:学生、同伴、社区成员、教师、家长、学校管理人员、评估专家

The portfolio is for the following to read: students, peers, community members, teachers, parents, school staff and assessment experts

•学生成长档案分学科领域整理

The portfolio is organized by subjects.

 

七、报告Report

评估报告要描述学生学习的进步,指出需要改进之处。有效的报告应该做到家长、学生和教师都以合作者的身份参与其中。教师能够把报告过程中的收获运用到将来的教学与评估实践当中,报告可以采取多种形式,包括会议报告和书面报告。

Reporting on assessment describes students’ progress in learning and identifies areas for growth. Effective reporting should involve parents, students and teachers as partners. Teachers could incorporate what they learn during the reporting process into their future teaching and assessment practice. Reporting may take many forms including conferences and written reports.

 

“UOI探究主题成长报告单Student UOI Reports

   成长报告单在每个主题结束之后呈现。报告单包含每一个探究单元的目标和单元结束后的评论,包括教师的评语和学生学习者培养目标、态度、技能的发展情况。在每个探究单元结束之后教师会将这份评估报告反馈给家长,家长可以根据评估报告提供一些反馈信息给教师。

The student UOI report comes out at the end of every theme and contains the goals of every unit of inquiry and the comments afterwards including teachers’ comments and the development of student’s learner profile, attitudes and skills. After each unit of inquiry, teachers will distribute the reports to parents who could provide further feedback to teachers according to the reports.

教师会见家长Teacher-parent(s) conferences

教师可以将评估报告作为家长约见时的交流工具,每学期定期开展家长工作坊,学期末集体进行一次家长会。

Teachers could use assessment reports as the communication tools when meeting parents. Every semester the parents’ workshop is held regularly. At the end of every semester, there is an overall parent-teacher conference.


三方会议Three-way conferences  

三方会议在每学年初召开,由教师、学生、家长三方参加。在会议上,学生与家长和教师讨论自己的学习和理解,在这一过程中,教师负责支持协助学生,学生、家长和教师三方协作找出学生的优点以及仍然需要改进的地方,这样可以确定新学年的个人目标。

The three-way conference is held at the beginning of every semester for parents, students and teachers. The student discusses his/her learning and understanding with parents and the teacher. During this process, the teacher assists the student, and the student parents and the teacher collaborates to establish and identify the student’s strengths and areas for improvement so as to set up new learning goals.

 

学生主导会议Student-led Conferences

学生主导的会议每学期一次,由学生和家长参加。会议必须经过精心准备,还需留出时间让学生练习他们的展示活动,会议的形式可视学生的年龄而定,会议开始之前,所有与会者都必须了解会议的安排以及自己在会议中的角色,学生负责主持会议,并通过向家长报告学习过程来为自己的学习负责,学生可以说明自己的优点和仍需改进之处,家长根据学生的表现结合评估表做相应的记录评估。如果需要,老师可以协助。由学生主导的会议可以多场同时进行。

The student-led conference is held once a semester, involving the student and the parent. The conferences must be carefully prepared, and time must be set aside for the students to practice their presentations. The format of this conference will depend on the age of the student and all of the participants must understand the format and their roles prior to the conference. Students are responsible for leading the conference, and also take responsibility for their learning by sharing the process with their parents, for example, the student identifies strengths and areas for improvement. The parents make records in the assessment form and the teacher assist if needed. Several conferences may take place simultaneously.

 

八、政策的回顾与修订Review and revision on the assessment policy

幼儿园教学领导团队,PYP协调员和所有教师每年7月将会对评估政策修订和复审。教师会将这份评估政策传达给家长,也会被应用于整个幼儿园。

The Pedagogical Leadership Team, PYP coordinator,  and teachers will revise and review the assessment policy every July. Teachers will make sure the policy reaches every parent which will be applied to the whole kindergarten.

 

九、文献参考Bibliography 

国际文凭组织,2010,小学项目的实施:国际初等教育课程框架(International Baccalaureate Organization (2009), Making the PYP happen: A curriculum framework for international primary education )

国际文凭组织,2014,项目标准与实施要求 (International Baccalaureate Organization (2014), Programme standards and practices

国际文凭组织,2009,语言学习范围与顺序 (International Baccalaureate Organization (2009), Language scope and sequence

国际文凭组织,2011,国际文凭项目中的语言与学习(International Baccalaureate Organization (2011), Language and learning in IB programmes

国际文凭组织,2008,国际文凭项目中的第二语言的学习(International Baccalaureate Organization (2008), Learning in a language other than mother tongue in IB programmes

国际文凭项目中的第二语言的学习,国际文凭组织,2008  International Baccalaureate Organization (2008), Learning in a language other than mother tongue in IB programmes

 

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