FCG Early Years and Primary School Assessment Policy

广州市斐特思幼儿园和斐特思学校小学部评估政策

 

1. Policy Statement 政策声明

 

It is the policy of the Fettes College Guangzhou to ensure that an effective assessment system is in place, which is essential in understanding our students’ development in knowledge, conceptual understandings and skills during the inquiry-based learning process. This policy outlines the four dimensions of assessment, different types of assessment and provide guidance for teachers to do assessments.

广州市斐特思学校的政策要确保有效的评估体系，这对于理解我们的学生在探究式学习的过程中在知识、概念理解和技能方面的发展至关重要。这项评估政策概述了评估的四个维度、不同类型的评估，并且为老师开展评估提供了指引。

 

2. Our Fettesian Curriculum 我们的斐特思课程

2.1 Early Years Foundation Stage and Chinese National Curriculum 早期基础阶段与中国国家课程

Building upon the strong foundations of the Early Years Foundation Stage framework (Early Years) and Chinese National Curriculum (Primary School), our bespoke Fettesian curriculum adds depth, breadth and global perspectives by drawing upon the knowledge and experience of our Chinese and international teaching faculty and cutting-edge curricula approaches from around the world.

在早期基础阶段课程框架（幼儿园）以及中国国家课程（小学）的坚实基础上，我们定制的斐特思课程借鉴了中外籍教师的知识和经验以及来自世界各地的前沿课程教学的方法，增加了课程的深度、广度和全球视野。

         2.2 The Primary Years Programme  PYP小学项目

The Primary Years Programme provides the structure within which our bespoke curriculum is developed. Assessment is the key element of the PYP program that guide students to understand the essential elements of the learning process: The acquisition of knowledge; the understanding of concepts; the mastering of skills.

PYP小学项目提供了我们的定制课程的结构。评估是PYP课程的关键要素，它指导学生理解学习过程的基本要素：知识的获取、概念的理解、技能的掌握。

 

3． The Four Dimensions of Assessment 评估的四个维度

In the Primary Years Programme (PYP), the assessment component can be subdivided into four related areas:

小学项目中的评估部分可分为以下4个关系密切的分支：

Monitoring learning: check the progress of learning against personal learning goals and success criteria.

考查学习：依据个人学习目标和成功标准来检查学习的进展情况。

Documenting learning: compile the evidence of learning.  

记录学习：汇集学习证据。

Measuring learning: capture what a student has learned at a particular “point in time”.

测评学习：清楚学生在某一特定时间学会了哪些东西。

Reporting learning: describe the progress and achievement of the students’ learning.

报告学习：描述学生的学习进步和成就，指明需要改进之处。

3.1 Monitoring learning 考查学习

Monitoring of learning aims to check the progress of learning against personal learning goals and success criteria. It occurs daily through a variety of strategies: observation, questioning, reflection, discussing learning with peers and teachers, and well-considered feedback to feed forward for next steps in learning. Tools used for monitoring include open-ended tasks, written or oral assessment, and a learning portfolio.

考查学习旨在依据个人学习目标和成功标准来检查学习的进展情况。每天都会通过各种评估策略来考查学习：观察、提问、反思、与同学和老师讨论学习、以及深思熟虑的意见反馈，为下一步的学习提供信息前馈。用于考查学习的各种工具包括开放式作业、书面或口头评估以及学习档案。

3.2 Documenting learning 记录学习

The documenting of learning is the compilation of the evidence of learning. Documentation can be physical or digital and can be displayed or recorded in a variety of media forms. Documentation of learning is shared with others to make learning visible and apparent. It reveals insights into learning and provides opportunities to reconnect with learning goals and success criteria.

Students and teachers can document learning goals, questions, reflections and evidence of learning using a variety of formats.

对学习的记录是对学习证据的汇集。记录文档可以是实体的或数码的，可以采用各种各样的媒体形式进行显示或记录。记录学习的文档要与他人分享，使学习变得清晰可见。这会带来对学习的深入了解，并提供重新对接学习目标和成功标准的机会。师生们可以采用多种形式记录学习目标、各种问题、进行的反思和开展学习的证据。

    .Learning logs or journals: These are used to record feedback and reflections of ongoing learning.

    学习日志或笔记:可以采用这些形式记录学习过程中的信息反馈和反思。

    . Learning stories: Narratives that document an instance when the learner shows knowledge, conceptual understandings or skills.

    学习故事:学习者叙述他/她如何学习掌握和应用知识、概念性理解或技能的记录。

    . Portfolios: A collection of artifacts that can also contribute to reporting.

     学习档案: 学生学习历程的实物汇集，有助于报告学生的学习。

    Documentation tools could also include exemplars, checklists, rubrics, anecdotal records.

    记录学习的工具也可以包括案例、考核表、评估细则表、轶事记录。

· Exemplars Samples of students 'work that serve as concrete standards against which other samples are judged.

案例 学生作业样本，可以用作评判其它作业的具体标准。

· Checklists A list of criteria against which students are assessed (e.g. information, data, attributes, or elements that should be present.)

考核表 一份评估学生的标准清单，表中列出应展现的信息、数据、品质或因素。

· Rubrics  The descriptors tell what characteristics or signs to look for in the work and then how to rate that work, as well as how to rate that work on a predetermined scale.

评估细则表 一套确立的评估标准，用于评定学生作品的成绩等级。评估标准的细则告诉评估者要注意学生作业中哪些特征或迹象,并怎样依据预定的成绩评定尺度来确定作业的成绩水平。

· Anecdotal Records These are brief written notes based on observations of students.

轶事记录是根据对学生的观察撰写的简短书面记录。

 

3.3 Measuring learning 测评学习

The measuring of learning aims to capture what a student has learned. Each measurement tool used provides further data to support a larger picture of student achievement and progress in learning. Teachers use multiple data points to evaluate student progress and to support evidence-based decision-making.

对学习进行测评的目的在于弄清楚学生学习的进展。每一种测评工具都可以提供更多的数据，以支持对学生学习成就和学习进展情况更全面的了解。教师要利用多种数据信息来评价学生的进步,支持基于证据的决策。

 

3.4 Reporting learning 报告学习

Reporting on learning informs the learning community and reflects the question “How well are we doing?” It describes the progress and achievement of the students’ learning, identifies areas for growth and contributes to the efficacy of the programme.

对学习的报告使学习社区了解情况，并回答这一问题：“我们做得怎么样？”报告要描述学生的学习进步和成就，指明需要改进的地方，并有助于小学项目效能的提高。

Reporting on assessment includes communicating what students know, understand and can do. Reporting involves parents, students and teachers as partners and is honest, comprehensive and understandable to all parties.

评估报告包括交流学生知道、理解和能做什么。报告将家长、学生和教师视为伙伴，对于各方而言，报告要做到诚实、全面、易理解。

3.4.1 Teacher-Parent Conferences 教师会见家长

These are designed to give the parents information about the student’s progress, development and needs, and about the school’s programme. Teachers should take the opportunity to gather background information, to answer the parents’ questions, to address their concerns, and to help define their role in the learning process. The parents should take the opportunity to provide the teacher with the cultural context of the student’s learning.  

这种会见方式是为家长提供信息，使他们了解学生的进步、发展与需要，也了解学校开设的小学项目。教师应利用此机会收集学生的背景信息、解答家长的疑问、解决他们所关切的事情、并帮助家长明确他们在学生学习过程中的作用。家长也应借此机会向教师提供学生学习的文化背景情况。

3.4.2 Three-Way Conferences (Primary School) 三方会议 (小学)

Three-way conferences involve the student, parents and teacher. Students discuss their learning and understanding with their parents and teacher, who are responsible for supporting the student through this process. The student, parents and the teacher collaborate to establish and identify the student’s strengths and areas for improvement.

三方会议由学生、教师和家长三方参加。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需改进的地方。

3.4.3 Student-Led Conferences （Primary School) 学生主导会议 (小学)

Student-Led Conferences are formal reporting sessions to parents, led by the students themselves. The teacher's role in this process is to guide and prepare the students. The emphasis is on the discussion between a child and his/her parents.

学生主导会议是由学生主导的向家长正式报告的会议。教师的作用是引导学生并让他们做好准备。会议的重点是孩子和他/她父母之间的讨论。

Student-Led Conferences are designed to give students ownership of the assessment of their learning, so they can become more actively involved and committed. Where possible students should report to parents addressing all essential elements of the PYP learning (knowledge, skills, concepts and action). These conferences make students accountable for their learning and encourage student/parent communication.    

学生主导的会议旨在让学生对自己的学习进行评估，这样他们就可以更积极地参与和投入自己的学习。在可能的情况下，学生应向家长报告PYP学习的所有基本要素(知识、技能、概念和行动)。学生主导会议让学生对自己的学习负责，并鼓励学生和家长的沟通。

Other benefits are that students learn to evaluate their own progress and build critical thinking skills, self-confidence and self-esteem. Parents become an active participant in their child's learning and have an opportunity to help their child set positive goals. Students are trained to become confident participants and conference leaders. We have significantly different expectations as to how a Grade 1 student would report compared with a Grade 5 student. Our aim is to build this skill-set, beginning in Grade 1 and to see it develop as the student progresses through the Primary School.

其他的好处是，学生学会评估自己的进步，培养批判性思维能力、自信和自尊。父母成为孩子学习的积极参与者，并有机会帮助孩子设定积极的目标。学生被训练成为自信的参与者和会议领导者。我们对一年级学生和五年级学生的学生主导会议有明显不同的期望。我们的目标是从一年级开始培养这种技能，并随着学生在小学阶段的发展而取得进步。

            3.4.4  Reports 报告单

Reports provide parents with full and accurate statements about student’s effort and attainment across a wide range of learning including UOI, subjects and personal, social and emotional skills.

报告单为家长提供了学生在各个学习领域中的努力和成绩等级的完整和准确的陈述，包括探究单元、学科学习和个人、社交和情感技能的发展。

Mid-Semester Order provides an overview of children’s effort and attainment in learning across all curriculum areas. Early Years for attainment only.

期中发展报告提供了学生在所有课程领域的学习努力和成绩等级的概况。幼儿园 仅有成绩等级。

The End of Semester Report gives a summary of the student’s progress throughout the semester. It contains attainment and effort grades the student has achieved in each subject on the school curriculum. It also contains written comments by homeroom tutors, subject teachers and houseparents (for boarders only).

期末报告单总结了学生整个学期的学习发展情况。它包含学生在学校课程中每门学科所付出的努力和取得的成绩的情况。它还包括班主任、学科老师和舍监(仅限寄宿生)的评语。

Primary School reports are sent home to parents before the Parent-Teacher Conferences. Early Years will deliver the reports to parents during the Parent-Teacher Conferences.

家长会之前，小学的报告单会发给家长。幼儿园在家长会期间向家长发放报告单。

Report Grading 报告单的等级

Primary School Effort Grade Criteria 小学努力程度

The Effort grade is a judgement of the level of effort that the student has shown in a subject. The effort grades used in the written report are shown below.

努力程度是对学生在一门学科上所表现出的努力程度的判断。书面报告中使用的努力等级如下所示。

Primary School Attainment Grade Criteria 小学成绩等级标准

The Attainment grade is a judgement of the level of knowledge, understanding and skills that the student has shown in a subject. The attainment grades used in the written report are shown below.

成绩等级是对学生在一门学科中所表现出的知识、理解和技能水平的判断。书面报告中使用的成绩等级如下所示。

Early Years 幼儿园

The development of children in the Early Years is based on different areas. Therefore, the report grading is a reflection of the student’s development in the following areas: Personal, Social and Emotional Development, Physical Development, Communication and Language, Literacy, Mathematics, Understanding the World, Expressive Arts and Design. The grades are:

学龄前幼儿发展主要体现在不同的领域，因此报告当中对学生学习发展的评价从以下七个领域进行：个人社会情感，身体发展，语言与沟通，文学，数学，理解世界，艺术表达与设计。评估等级如下：

3.4.5 Conferences & Written Reports Timeline 会议&书面报告时间表

Primary School 小学

Early Years 幼儿园

            3.4.6 The Exhibition 学习成果展

Students in the final year of the PYP carry out an extended, collaborative inquiry approach – the PYP Exhibition. In the Primary School this will takes place in May-June each year after the school becomes an authorized PYP school. One of the purposes of the PYP Exhibition is to provide a forum for student driven inquiry. Other key purposes include the following:

在小学项目的最后一年，学生要参加一项拓展、协作式的探究活动——小学项目学习成果展。PYP项目获得授权后，学习成果展将于每年5-6月进行。PYP学习成果展的目的之一是为学生驱动的探究提供一个平台。其他主要目的包括:

• For students to engage in an in-depth, collaborative inquiry

让学生参与一项协作开展的、有深度的探究活动；

• To provide students with an opportunity to demonstrate independence and responsibility for their learning

为学生提供显示他们独立性和对自己的学习负责的机会；

• To provide students with an opportunity to explore multiple perspectives of their topics

为学生提供探索多种观点的机会；

• For students to synthesize and apply their learning of previous years, and to reflect on their journey through the PYP

使学生对前些年中学到的东西加以综合和应用，并对自己小学项目的学习经历进行反思；

• To provide an authentic process of assessing students’ understanding

为评估学生的理解提供一个真实可靠的过程；

• To demonstrate how students can take action as a result of their learning

作为学习的结果，展示学生能够如何采取行动；

• To unite the students, teachers, parents and other members of the school community in a collaborative experience that incorporates the essential elements of the PYP

使学生、教师、家长和学校社区中的其他成员协作开展一项包含了小学项目要素的活动；

• To celebrate the transition of learners from PYP to MYP education

庆祝学生们由初等教育向中等教育过渡。

 

4. Types of Assessment 评估的类型

Assessment of the students’ understanding and development is an essential component of the curriculum and helps to inform continued development, learning and teaching. Students are observed in various situations and a wide range of assessment strategies are implemented in the curriculum.

对学生理解和发展的评估是课程的重要组成部分,有助于为持续发展、学习和教学提供信息。在各种各样的情况下，学生会被观察。在课程中会采用多样化的评估策略。

Diagnostic/pre-assessment 诊断性评估/预评估

Diagnostic assessment prior to teaching helps teachers and students find out what the students already know and can do. It assists teachers to tailor their plans to meet students’ need. It is not necessary to adhere to certain assessment tool or specific criteria for this type of assessment.

教学前的诊断性评估有助于教师和学生发现学生已经知道什么和能做什么。它帮助教师调整他们的计划，以满足学生的需要。对于这种类型的评估，没有必要拘泥于特定的评估工具或特定的标准。

Formative assessment 形成性评估

Formative assessment is interwoven with daily instruction and provides information that is used in order to plan the next stage in learning. It helps teachers and students to find out what the students already know and can do. Teachers use different strategies and tools to keep a record of students’ progress. This process helps students to improve knowledge and understanding, to foster a growth mindset and a passion for learning, to engage in thoughtful reflection, to develop the capacity for self-assessment, and to recognise the criteria for success.

形成性评估与日常教学交织在一起，并提供用于计划下一阶段学习的信息。它帮助老师和学生发现学生已经知道什么和能做什么。教师使用不同的策略和工具来记录学生的进步。这个过程可以帮助学生学习知识和加深理解，培养成长型思维和学习热情，进行深思熟虑的反思，发展自我评估的能力，并认识到成功的标准。

Summative assessment 总结性评估

Aims to sum up students’ achievement and progress. This usually occurs at the end of a unit of work, offering a verdict on overall progress and  summarising  achievement. Summative assessment provides students with various opportunities to demonstrate what they have learned across the essential elements of the learning process. It measures understanding of the central idea, and guides students towards action. It informs and leads to improvement in student learning and the teaching process.

旨在总结学生的成就和进步。这通常发生在一个学习单元的结束时，对整体进展做出判断并总结成就。总结性评估为学生提供了各种机会，同时展示他们在学习过程中所学到的关键要素。它衡量对中心思想的理解，并引导学生采取行动。它促进学生学习和教学过程的改进。

Differentiation in Assessment 差异化评估

When students are unable to achieve the learning objectives inside the classroom as their peers, teachers will differentiate teaching and learning practices, whether in the process, content, or product, as much as possible by use of various manipulatives, different leveled texts, readings, stories, use of different strategies, along with differentiated templates, and implementing differentiated formative and summative assessment.

当学生在课堂内无法像其他同学一样实现学习目标时，教师会尽可能地在教与学的过程、内容、作品上采取差异化的教学举措，使用不同的教学具、不同层次的文本、阅读、故事，使用不同的策略以及差异化的练习模板，并实施差异化的形成性和总结性评价。

Assessment in the classroom includes 课堂评估包括:

● Collecting evidence of students' understanding and thinking  

收集学生理解和思考的证据

● Documenting learning processes of groups and individuals  

记录小组和个人的学习过程

● Engaging students in reflecting on their learning  

让学生反思他们的学习

● Students assessing work produced by themselves and by others  

学生评估自己和他人完成的作品

● Developing clear rubrics

制定清晰的评估细则表

● Identifying exemplary student work

识别学生作业的典范

● Keeping records of test/task results

做好测试/任务结果的记录

 

5. Appendices附录

Appendix 1: Assessment Planning Guidelines

附录1:为评估做好计划的指引

• Assessment objectives should be planned at the start of the unit and should demonstrate clear links between the assessment tasks and all components of the unit planner, i.e. central idea, lines of inquiry, key concepts, teacher and student questions, learning activities.

评估的目标应在单元开始时做好计划，并应展示评估任务与备课计划表的所有组成部分之间的明确联系，即中心思想、探究线索、重要概念、教师和学生的问题、学习活动等。

• Assessment strategies and tools should be varied and can include pre and post assessment tasks and formative and summative assessments.

评估策略和工具应该是多样的，可以包括评估前和评估后的任务以及形成性和总结性评估。

• Assessments should include peer and self-assessment where appropriate.  

评估应包括适当的同伴和自我评估。

• Students should be involved in the development of some of the assessment activities and tools (e.g. rubrics). When students are not involved in the development of assessment activities, they need to be informed of assessment criteria.

学生应该参与一些评估活动和工具的开发 (如评估细则表)。当学生不参与评估活动的设计时，他们需要了解评估标准。

• Assessment will inform and direct future learning.

评估将指引后续的学习。

• Assessment addresses all the essential elements of the programme.

评估要针对小学项目的所有要素。

• Teachers develop gradebooks to use grade standards to assess students throughout the year.

教师制定成绩簿，使用年级的标准来评估学生一整年的学习情况。

Appendix 2: Primary School Student Portfolios

附录2:小学生的学习档案

A portfolio is a record of students’ involvement in learning which is designed to demonstrate success, growth, high-order thinking, creativity, assessment strategies and reflection.

学习档案可以用来记录学生对学习的参与情况。它将展示学生的成就、成长、高阶思维和创造力、评估的策略及学生反思。

Each pupil will share their learning portfolio at a three way and student led conference.

每位学生将在三方会议和学生主导的会议上分享他们的学习档案。

When the portfolio is taken home after each Unit of Inquiry there will be a minimum of:

每个探究单元结束后, 学习档案发放回家时里面至少有：

2 Chinese work samples or assessment

两份语文作品或评估

2 Maths work samples or assessments

两份数学作品或评估

2 English work samples or assessments

两份英语作品或评估

2 UOI work samples or assessments

两份探究单元作品或评估

Each semester the following work samples are included in the portfolio: Visual Art, Drama, Physical and Health Education, Science, Character Education/Morals and rule of law, Music, Mental Health Education, Chinese Calligraphy and IT 

每个学期这些学科的作品样本需放入学习档案: 美术、戏剧、体育与健康、科学、品格教育/道德与法治、音乐、心理健康教育、书法、信息科技。

Portfolios are sent home on Friday one week after each unit of inquiry ends. A week before portfolios are sent home the single subject teachers need to give the work sample to the class teacher 

学习档案将在每个探究单元结束一周后的周五发回家。学习档案发回家的一周之前学科教师需要把作品样本交给班主任 。

Portfolios should include a range of assessment strategies and tools and formative and summative assessments. 

学习档案应包括一系列的评估策略和工具并包括形成性评估和总结性评估。

Assessment samples could include peer and self-assessments where appropriate. 

若合适，评估样本可包括同伴评价和自我评价。

Pupils should be involved in the selection of some of the work samples and assessment samples. 

学生应参与选择一些作品样本和评估样本。

All work samples need to be teacher acknowledged in some way and should be dated. 

所有的作品样本都需要老师以某种方式认可，应该标注日期。

 

Appendix 3: Parent-Teacher-Student Conferences Guidelines (Primary School)

附录3: 家长-教师-学生三方会议指引 (小学）

• Have parents' names recorded to refer to

记下家长的名字，以便参考

• Have evidence/work samples and portfolios to share with parents

有学习证据/学习作品样例和学习档案与家长分享

• Collaboratively discuss information that will be shared and how action will be recorded

协作讨论将共享的信息以及如何记录行动

• Teacher-Student practice before three-way conference

三方会议师生进行练习

• Prepare student prompt sheets

准备学生提示单

• Dates need to be publicized via parent letter and feature in the school calendar well in advance

日期需要通过家长信告知，并提前在学校校历上公布

During the Conference 会议期间

• Always begin and end with a positive comment about the child

总是用对孩子的积极评价开始和结束会议

• Ask how the student and parents are feeling about how the child is progressing

询问学生和家长对孩子进步的感受

• Give parents a strategy to take away to deal with a specific issue or problem (all issues should be shared with parents before conferences)

为家长提供处理特定问题的策略(所有问题都应在会议前与家长分享)

 

Follow-up 会议之后

• Record information/action for follow up during the conference

在会议期间记录需要后续跟进的信息/行动

• Reiterate with parents at the end of the conference those actions that you will be following up on and the action the parent will now need to take

在会议结束时向家长重申你将跟进的行动以及家长现在需要采取的行动

• If a conference is going to take longer than the allocated time offer to meet again to continue the conference at another time in the near future

如果会议所需的时间比原计划的时间长，请提议在不久的将来的另一个时间再次开会以继续本次会议

Appendix 4: Primary School Summative Assessment Schedule

附录4: 小学总结性评估时间表

Summative assessments take place at the end of a unit learning for UOI. When high level integration is made, subject summative assessment is integrated with UOI whenever possible. At least two summative assessments (mid-semester and end-of-semester) take place for other subjects each semester.

在探究单元的学习结束时进行总结性评估。在进行高度的融合时，如可行，学科的总结性评估与探究单元的总结性评估相融合。其他科目每学期至少进行两次总结性评估(期中和期末)。

LDC = Language Development Continuum (Listening, Speaking, Reading, Writing) for our developing English Language Learners. 对于英语为非母语的学习者，我们使用语言发展连续阶段表 (听、说、读、写)。

Appendix 5: Early Years Summative Assessment Schedule

附录5：幼儿园总结性评估时间表

 

 

Appendix 6: Assessment Strategies and Tools

附录6:评估策略与工具

Teachers use a range of methods and approaches to gather information about a students’ learning and document this information using a variety of tools. Below are some common assessment strategies and tools.

教师使用一系列的方法和途径来收集关于学生学习的信息，并使用各种工具记录这些信息。以下是一些常用的评估策略与工具。