FCG Middle School Assessment Policy
FCG Middle School Assessment Policy
Fettes College Guangzhou believes that the quality and nature of assessment has a major impact on students' performance and progress. Ongoing assessment is both formative and summative, focusing on achievement and celebrating progress, while also addressing any misconceptions or misunderstandings, enabling students to become reflective learners who understand the valuable role feedback can have in their learning and acquisition of skills.
Staff are skilled in using assessment to support individual learning and in planning the next steps in consultation with the students. Pupils and staff are fully involved in planning, reflecting upon and evaluating their own learning. Feedback is dynamic, and students are encouraged to correct their work in light of it, enter a dialogue with their teachers and their tutor around their feedback and construct targets for future improvement. The tutor is pivotal in helping students see how feedback can be applied to support development across subject areas.
Teachers and students at Fettes College Guangzhou are fully committed to, and skilled in, assessment for learning (AfL). Formative Assessment strategies give students opportunities to participate in a dialogue about their learning that allows them to identify their next steps.
Assessment Principles and Criteria 评估原则与标准
In Middle School, teachers make decisions about student achievement using their professional judgment, guided by MYP criteria. Teachers adopt the “criterion-related” approach to assess. The school encourages teachers to set a variety of assessment tasks to assess students authentic understanding performance. Teachers identify students’ achievement levels against established assessment criteria. Middle School assessment uses the “best-fit” approach in which teachers work together to establish common standards against which they evaluate each student’s achievement holistically.
在斐特思初中，老师们利用其专业判断和 IB MYP 规定的评估标准来确定学生的成绩水平。教师们使用“标准参照”法来评估学生。学校鼓励老师们设置一系列多样的评估任务来测评学生真实的理解表现。教师们依据设定的评估标准利用各条评估细则来确定学生的成绩水平。中学评估采用 “最符合”法，即教师们合作就评估标准达成共识，并参照这些标准对学生的成绩做出整体性评价。
FCG Middle School assessment requires teachers to assess the prescribed MYP Subject-group Objectives using the assessment criteria for each subject group in each year. Grade 6 uses the criteria of MYP Year1; Grade 7 uses the criteria of MYP Year1 with starting to know the criteria of MYP Year 3; Grade 8 uses the criteria of MYP Year 3. In order to provide students with opportunities to achieve at the highest level, MYP teachers develop rigorous tasks that embrace a variety of assessment strategies.
广州斐特思公学初中部要求所有学科组教师们使用 IB MYP 学科组评估标准对学生进行评估。六年级对标 MYP Year1 的评估标准; 七年级对标 MYP Year1 的评估标准，同时了解 MYP Year3 的标准；八年级对标 MYP Year3 的评估标准。
Teachers are well placed to assess the work of their MYP students; this assessment model supports the professional judgment of teachers in deciding the achievement levels of individual students. Assessment in MS should distinguish between summative assessment and formative processes. Teachers should take the most accurate demonstration of student performance as grading reference, rather than mechanically and uncritically averaging achievement levels over given reporting periods. Teachers should assess student understanding at the end of a course, based on the whole course and not individual components of it.
The aim of the assessment is to support and encourage student learning. We place an emphasis on the assessment process which involves the gathering and analysis of information about student performance and that provide timely feedback to students on their performance. The assessment recognizes the importance of assessing not only the products but also the process, of learning.
Assessment Types in Middle School 评估的种类
Diagnostic assessments 诊断性评估
Before creating the instruction, it’s necessary to know for what kind of students you’re creating the instruction for. Our goal is to get to know the student’s strengths, weaknesses and the prior skills and knowledge they possess before taking the instruction. Based on the data we’ve collected, teachers can plan targeted instruction.
Formative assessments 形成性评估
Formative assessment is used in developing instruction. The goal is to monitor student learning to provide feedback. It helps identify the gaps in the instruction. Based on the feedback teachers will know what to focus on for further expansion for the instruction.
Assessment in Middle School encourages teachers to monitor students’ developing understanding and abilities throughout the programme. Through effective formative assessment, teachers gather, analyse, interpret and use a variety of evidence to improve student learning and to help students to achieve their potential. Student peer and self-assessment can be important elements of formative assessment plans.
Summative assessment is aimed at assessing the extent to which the most important outcomes at the end of the instruction have been reached. School summative assessment is part of every MYP unit. Summative assessments are designed to provide evidence for evaluating student achievement using required MYP subject-group-specific assessment criteria.
总结性评估旨在评估学生在教学结束时达到的最终程度。校内总结性评估是每个 MYP 单元的一 部分。总结性评估的目的是为评估学生的成绩提供证据，使用所要求的 MYP 学科组特定要求的评估标准。
Unit assessments in Middle School are integral to the learning process and are aligned with subject-group objectives. Assessments gather information from a variety of perspectives, using a range of tasks according to the needs of the subject and the nature of the knowledge, skills and understanding being assessed. Assessments should reflect the development of the students within the subject and provide evidence of student understanding through authentic performance (not simply the recall of factual knowledge).
Achievement levels 成绩水平
FCG Middle School follows the achievement levels set by IB MYP. Each criterion is divided into various achievement levels (numerical values) that appear in bands, and each band contains general, qualitative value statements called level descriptors. Levels 1 and 2 appear as the first band, levels 3 and 4 as the second band, and so on. Level 0 is available for work that is not described by the band descriptor for levels 1 and 2. All criteria have four bands and a maximum of eight achievement levels. All MYP subject groups have four assessment criteria divided into four bands, each of which represents two achievement levels. MYP criteria are equally weighted.
斐特思公学初中依据 IB MYP 的成绩水平标准。每一项评估标准都被分成若干个不同的成绩水平(分数值)， 它们出现在成绩水平段中，每个水平段都有概括性的定性评价陈述，被称为“成绩水平细则”。成绩水平 1 和 2 出现 在第一个成绩水平段当中，成绩水平 3 和 4 出现在第二个成绩水平段当中，依此类推。如果作业没有达到对应成绩水平 1 和 2 的细则段中的描述，则得到成绩水平 0。所有评估标准都有 4 个成绩水平 段，和最多有 8 个成绩水平。所有中学项目学科组都有 4 项评估标准，各分为 4 个成绩水平段，每一个成 绩水平段代表两个成绩水平。各项中学项目评估标准的权重相同。
The level descriptors for each band describe a range of student performance in the various strands of each objective. At the lowest levels, student achievement in each of the strands will be minimal. As the numerical levels increase, the level descriptors describe greater achievement levels in each of the strands.
To calculate the sum of the standard achievement levels of each student, it is necessary to add up the final achievement levels obtained by the student in the subject group according to all the assessment criteria.
Building shared understanding of MYP criteria 对中学项目评估标准建立共识
With reference to the published MYP assessment criteria, the descriptors of the various achievement levels and the qualitative value statements within each descriptor, teachers need to meet in subject teams to:
identify individual similarities and differences in their understanding of the statements, using student work to provoke and promote discussion
consult reference materials, such as IB-published teacher support materials and workshop materials
agree on working definitions of the various statements as they apply to their situations.
For example, teachers of an MYP subject would need to agree, in the context of a particular assessment task, on the meaning of qualitative statements found within a strand of a particular criterion by discussing their expectations and using examples of student work to exemplify various achievement levels.
Internal standardization 内部标准化
Where more than one teacher is teaching the same subject group, the process of internal standardization must take place before final achievement levels are awarded. Internal standardization of assessment is also required for the personal project (or the community project if the school’s programme ends in MYP years 3 or 4). The process involves teachers meeting to come to a common understanding of the criteria and achievement levels and how they are applied. In so doing, teachers increase the reliability of their judgments.
Standardization throughout the school year promotes consistency and builds common understandings about student achievement with respect to MYP objectives.
当多位教师在同一学科组中共同授课时，在判定最终成绩水平之前必须开展内部标准化程序。对个人设 计(或在中学项目 3 年级或 4 年级就结束项目的学校中开展的社区设计)进行评估之前，也要开展评估的内部标准化。这一程序要求教师们开会，就评估标准、成绩水平及其如何应用它们达成共识。通过这样做，教师可以提高其评判的可靠性。
Determining achievement levels 确定成绩水平
At the end of a period of learning, teachers must make judgments on their students’ achievement levels in each subject-group criterion. To determine these achievement levels, teachers must gather sufficient evidence of achievement from a range of learning experiences and assessments. Teachers need to ensure that this evidence comes from the performance of the student over the duration of the units taught.
在一个阶段的学习结束时，教师必须评判学生根据学科组每一项评估标准所取得的成绩 水平。要确定这些成绩水平，教师必须从一系列的学习经历和评估中收集充分的成绩证据。 教师需要确保这些证据来自学生在学习中学项目教学单元过程中的表现。
A carefully constructed assessment task on an individual unit may provide evidence of achievement in all strands of a criterion or criteria.
When applying the assessment criteria to student performance, the teacher should determine whether the first descriptor describes the performance. If the student work exceeds the expectations of the first descriptor, the teacher should determine whether it is described by the second descriptor. This should continue until the teacher arrives at a descriptor that does not describe the student work; the work will then be described by the previous descriptor. In certain cases, it may appear that the student has not fulfilled all of the descriptors in a lower band but has fulfilled some in a higher band. In those cases, teachers must use their professional judgment in determining the descriptor that best fits the student’s performance.
应用评估标准评估学生的作业时，教师应确定第一段细则是否描述了学生的表现。如果 学生的作业优于第一段细则的要求，教师就应当确定第二段细则是否描述了该作业。教师应 当一直这样做下去，直到学生作业达不到其中的描述的那段水平细则，那么前一段细则就描述了学生作业的表现。在有些情况下，看起来学生并未达到较低成绩水平段的所有细则，但 是却达到了较高水平段中的某些细则。在这种情况下，教师必须运用他们的专业判断来确定最符合学生表现的细则。
The descriptors, when taken together, describe a broad range of student achievement from the lowest to the highest levels. Each descriptor represents a narrower range of student achievement. Teachers must use their professional judgment to determine whether the student work is at the lower or the higher end of the descriptor and award the lower or higher numerical level accordingly. Some other factors may also influence the teacher’s decision on an achievement level, including the following.
• Student support—students will experience varying levels of support in their units, since peer- conferencing, formative assessment with feedback from the teacher, editing and correcting are all essential learning tools. Teachers should be mindful that achievement levels accurately reflect what students can do.
学生得到的支 持——学生在教学单元中可能得到不同程度的支持，因为同学磋商、 由教师提供信息反馈的形成 性评估、编辑和订正都是重要的学习工具。教师应当注 意，成绩水平要准确地反映学生能够做到 什么。
• Group work—teachers need to document carefully the input of individuals working in a group situation so that the achievement levels for individual students can be determined. 小组作业——教师需要认真记录小组集体完成作业时学生个人所做的工作，从而能够确定每一位学生的成绩水平。
In these ways, at the end of a period of learning, evidence of student learning, gathered from a range of learning experiences in each of the objectives, can be matched to the appropriate assessment criteria to determine the student’s achievement level.
Reasonable adjustments 合理的调整
Students with learning support requirements may require reasonable adjustments to access the MYP curriculum framework, including internal and external assessments. A reasonable adjustment is an action taken to remove or decrease a disadvantage faced by students with learning support requirements. A reasonable adjustment could be unique to a specific student and may include changes in the presentation of the test or method of response. Where reasonable adjustments involve changes to specific aspects or specific criteria of the assessment, the overall learning outcome must remain the same.
Middle Years Programme MYP: From principles into practice. International Baccalaureate Organization.
2014 年 9 月出版