FCG Middle School Assessment Policy

斐特思公学中学评估政策

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.

      广州斐特思公学认为，评估的质量和性质对学生的成绩和进步有重大影响。持续的评估既是形成性的又是总结性的，我们侧重于成绩和鼓励进步，化解各自误解，使学生能够成为反思型学习者，了解与反馈，对他们的学习和技能获发挥着宝贵作用。

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.

      教职员工熟练使用评估来支持个人学习，并在与学生协商的基础上规划后续行动。学生和教职员工充分参与计划，反思和评估自己的学习。反馈是动态的，鼓励学生根据反馈修改作业，与教师和导师围绕反馈进行对话，并为未来改进制定目标。导师在帮助学生了解如何应用反馈来支持跨学科领域的发展方面至关重要。

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.

     广州斐特思公学的师生完全致力于并熟练掌握学习评估。形成性评估策略使学生有机会参与有关其学习的对话，从而使他们能够确定自己的后续行动。

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.

      初中学生的作业最适合由他们的教师来评估，在确定每一位学生的成绩水平时，中学项目的评估模式支持由教师做出专业评判。初中阶段的评估需要将总结性评估与形成性评估加以区分。教师们应当以最能准确展示学生表现的结果作为打分依据，而不是机械地，不加鉴别地报告学生在一学期内的平均成绩水平。课程结束时根据全部课程评估学生的理解，而不是支离破碎的评估。

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.

       评估的目的是支持和鼓励学生学习。我们强调评估的过程，包括收集和分析有关学生表现的信息，并就学生的表现提供及时的反馈。评估强调不仅重视学习的结果，评估学习的过程也很重要。

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.

       在教学开始前，对所教学生的了解是非常有必要的。诊断性评估的目标是了解学生在开始学习前的强项、薄弱处、前期技能与前期知识。基于诊断的评估数据，教师们更有针对性设计教学。

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.

        形成性评估通常在教学期间不断发生，其目的在于监控学生的学习成就并提供学习反馈。形成性评估能鉴别理解与掌握上的差距。基于此数据，教师们对接下来教学的侧重更为清晰。

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.

      初中部的评估鼓励老师们考察学生理解和能力的发展，通过有效的形成性评估，教师收集、分析、解读和应用各种证据来改进学生的学习，并帮助他们充分发挥各自的潜力。学生们进行同辈评估和自我评估也是形成性评估的一部分。

Summative assessments.总结性评估

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).

       中学的单元评估是学习过程中不可或缺的一部分，也是与学科组教学目标保持一致的。通过各种各样的任务设置，评估收集各方面需要的数据，如知识的、技能的和理解的。评估应当反映学生在学科中学习的发展，并能够通过学生真实的表现(不是简单地回忆事实性知识)为判定学生理解提供依据。

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.

      每个成绩水平段的各条细则描述按照每项目标的不同条目，学生的一系列表现。最低成绩水平表示学生按照每一个条目获得的成绩都是最低的。随着用数字表示的成绩水平的提高，水平细则描述每一个条目中更高的成绩水平。

阶段性成绩统计: 计算每一个学生的标准成绩水平总和，需要把学生在学科组中按照所有评估标准获得的各个最终成绩水平加到一起。

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.

对于已出版的中学项目评估标准、各个成绩水平的细则以及每一段细则中的定性评价陈述，教师需要召开学科组会议，以便:

•  查明各位教师对细则陈述在理解方面的异同，可以利用学生作业来引起和促进讨论。

•  使用参考材料，例如由国际文凭组织出版的教师参考资料和培训研讨会材料。

• 将细则陈述应用于本校的情形时，对各项细则陈述的执行定义达成共识。

例如，针对一项具体的评估作业，中学项目某个学科的教师们需要通过讨论他们对作业 的期望，并利用学生作业样本来例示各个成绩水平，从而就如何理解每一项评估标准中每一条细则的定性陈述达成共识。

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。

      在整个学年中开展标准化能够促进评估的一致性，并对学生根据中学项目的目标所取得的成绩建立共识。

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.

      经过认真设计，针对一个中学项目教学单元的评估作业，可以提供关于一项或多项评估标准所有条目的成绩证据。

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.

      各段细则结合到一起就描述了从最低成绩水平到最高成绩水平一系列的学生成绩。每一 段细则表达一个范围不大的学生成绩段。教师必须运用他们的专业判断来确定学生的作业是处于一段细则的低端还是高端，并据此判给学生较低或较高的成绩水平分。其它一些因素也可能影响教师对成绩水平的判定，这些因素包括:

• 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. 

       采用这些方法，在一个学习阶段结束时就能够收集到学生按照每一项学科目标开展学习的证据，对照适当的评估标准就能够确定学生的成绩水平。

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.

       在学习方面需要支持的学生可以要求对中学项目课程框架中的内容做出合理的调整，包括对内部 评估和外部评估的调整。一项合理的调整即是为那些在学习方面需要支持的学生排除或减少一种他们所面临的不利因素。一项合理的调整可能是专门针对某一位有特殊需要的学生的，可以包括改变测验的表现方式或应答的方法。尽管合理的调整会涉及到改变评估的某些具体方面或具体标准，但对总体学习结果的要求必须保持不变。

Work Cited

Middle Years Programme MYP: From principles into practice. International Baccalaureate Organization.

September 2014.

中学项目 中学项目:从原则到实践.国际文凭组织出版. 

2014 年 9 月出版