The purpose of this document is to provide insight into the policies, practices and procedures with regards to assessment at Chengdu Cogdel School
1. Mission Statement
World leading Explorers with Chinese Pride. Chengdu Cogdel School is dedicated to nurturing global citizens with both Chinese heritage and an international perspective. Through a developmental path of moral cultivation, broad knowledge spanning history and modernity, and the integration of Eastern and Western wisdom, students evolve into lifelong learners with a strong sense of social responsibility. While remaining rooted in traditional Chinese culture, they embrace diverse perspectives with open-mindedness and take proactive steps to confront and resolve global challenges.
We will achieve our mission by:
- Upholding the concept of holistic education and fulfilling the fundamental task of fostering virtue through education
- Creating an open, inclusive, caring and exploratory campus educational ecology
- Providing personalized and differentiated teaching guidance and diverse interactive learning experiences
- Promoting the comprehensive and individualized development of students in morality, intelligence, physique, beauty, and labor
- Cultivating students' national pride, social responsibility and global competence
- Guiding students to understand and respect cultural diversity and establish awareness of cross-cultural communication and cooperation
- Helping students shape a confident, persistent, inquisitive and healthy personality
- Equipping students with lifelong learning methods and core competencies
2. The Concept of Evaluation
Chengdu Cogdel School, we treat evaluation as part of all teaching plans, teaching and learning.
Evaluation can encourage teachers to understand students' learning more deeply, so that teaching can better meet students' needs. The assessment and feedback from teachers can develop students' self-reflection and self-adaptation abilities, thereby making learning more efficient.
An effective assessment should be:
Effective communication from every role in the learning community, including students, parents and teachers;
All members of the learning community should have an understanding of the assessment outline;
Able to meet the needs of students;
Apply multiple evaluation policies and evaluation tools;
Evaluation should first provide effective reference information for the next stage of learning;
Provide effective and timely evaluation during the learning process;
Provide opportunities for students to participate and reflect on learning during the assessment process;
Treat evaluation as a learning opportunity;
Combine quantitative assessment and qualitative assessment, and provide evidence separately;
The detailed evaluation rules will be discussed by teachers;
Can reflect all aspects of teacher planning and curriculum implementation;
Throughout the entire learning process.
Effective assessment allows teachers to:
Plan them and build them into learning, not add them after the fact;
Identify what is worth knowing and assess it ;
Include collaboration between the student and teacher or among students;
Consider different cultural contexts and different ways of learning and knowing;
Produce evidence that can be reported and understood by students, parents. teachers, administrators and board members;
Plan further activities that address areas of interest for the teacher and students.
Effective assessment allows students to:
Know and understand the assessment standards in advance;
Analyze their learning and understand what they need to improve;
Demonstrate their conceptual understanding, knowledge and skills;
Use the knowledge learned comprehensively, not just recall the facts;
Committed to making a good work;
Highlight their strengths and show their strengths and expertise;
Express different opinions and understanding;
Promote reflection, self-evaluation and peer evaluation.
3. Purpose of Evaluation
Assessment is an important part of the learning and teaching process. One of the expectations of the evaluation is to give feedback to students, teachers, and parents, and give information about the inquiry process and the results of the inquiry.
For students, the assessment encourages students to use their initiative, self-reflection and lifelong learning.
For teachers, assessment supports teachers to reflect on what to teach and how to teach better.
For parents, assessment can reflect the process and completion of their children's learning, and reflect the process of physical and mental development.
4. Types of Evaluation
Evaluation has different forms, running through each unit of inquiry and each discipline.
1. Formative evaluation (evaluation for learning)
Formative assessment provides information for planning the next phase of learning. Formative assessment and learning are intertwined to help both teachers and students understand what students have learned and what they are capable of doing. Formative assessment is directly related to teaching and is carried out simultaneously according to the purpose. Formative assessment aims to promote learning by providing regular and frequent information feedback. ("Primary School Project Implementation: International Primary Education Curriculum Framework" 2010 P45)
Possible Formative Assessments are:
- 同伴/自我评估Peer/self assessment
- 书面或者其他形式的反思Written or visual reflections
- 提问/回答Questioning/responses
- 思考过程的草稿和证据Drafts and evidences of thought processes
- 可视化思维表格Visible thinking tools
- 观察记录/轶事记录Observations/anecdotal notes
- 手势信号Hand signals
- See, Think, Wonder 表格 See, Think, Wonder forms
- 评估细则表Assessment rules form
2. Summative evaluation (evaluation for learning)
The summative assessment aims to enable teachers and students to clearly understand the level of students’ understanding. Summative assessment is the end of the teaching and learning process, giving students the opportunity to demonstrate what they have learned. Summative assessment can evaluate several elements at the same time: it provides information for improving students' learning and teachers' teaching process, it measures students' understanding of the central idea and prompts students to take action. ("Primary School Project Implementation: International Primary Education Curriculum Framework" 2010 P45)
The summative assessment task should allow students to:
Share their learning and understanding with others;
Demonstrate a range of knowledge, conceptual understanding and transdisciplinary skills;
Use their preferred learning style to present their understanding;
Know and understand in advance the criteria for producing a quality product or performan ce;
Participate in reflection, self and peer assessment ;
Base their learning on their prior experiences, leading to further inquiries (is it relevant, e ngaging, significant and challenging) ;
Express different points of view or interpretations;
Analyze their learning and understand what needs to be improved.
The summative assessment task should allow teachers to:
Gather evidence that can be effectively reported and understood ;
Review and reflect upon student performance and progress;
Consider a variety of preferred learning styles.
3. Evaluation as part of learning (Clark 2012; Earl 2012)
As part of the formation process, its goal is to support students in learning how to become self-regulated lifelong learners. It runs through the entire learning process. It is additive and interactive. Through the development and application of various metacognitive strategies, students are active subjects in their own learning. They plan various learning goals, examine various goals, and reflect on them to modify and adjust learning.
4. Evaluation tools and strategies
In any assessment, in order to show the development of students in all aspects and dimensions, it is necessary to apply multiple assessment tools and strategies (for details, please refer to "International Baccalaureate Curriculum Primary Project" p48-49). Taking into account the limited writing skills of lower-grade learners, it is recommended to use observational assessment methods to assess children’s understanding of concepts and topics in teacher-led activities and children’s free activities as much as possible; at the same time, through teachers’ one-on-one or Conduct interview assessments in a group dialogue.
1. Study through evaluation
The purpose of inspection study is to check the progress of study based on personal study goals and success criteria. Every day, various assessment strategies are used to investigate learning:
observation, questioning, reflection, discussing learning with classmates and teachers, and thoughtful feedback to provide information feed-forward for the next step of learning. The various tools used for the investigation include open assignments, written or oral assessments, and learning files. ("Learning and Teaching" P105-106)
The student portfolio is a folder that contains the student's work and the student's evaluation of the work. It may also contain one or more semi-finished products to illustrate the creation process of the work.
The contents of the student portfolio include:
2. Record learning
Teachers and students can record learning goals, various questions, reflections and evidence of learning in various forms.
1. Learning log or notes: These forms can be used to record information feedback and reflection on the learning process.
2. Learning stories: Students narrate how they learn to master and apply knowledge, conceptual understanding or records of skills.
3. Growth files:
The growth file is a collection of students' works. By selecting a series of representative student works, the specific performance of a certain student is presented. It enables students to reflect with teachers, parents and peers to determine their strengths and growth, as well as areas for improvement, and then set personal goals and formulate corresponding teaching and learning plans.
Students' reflection on each learning unit Evaluation of knowledge development, conceptual understanding, learning methods and learner training goals;
Student behavior records;
Evidence of development in different subject areas;
Student files can be used to record assessment reports and meetings with students and parents.
Parents, students, class teachers, and single subject teachers can all use and enter the student file.
3 Assessment and learning
2. Analysis and learning
Quantitative assessment data can show children's progress more macroscopically and objectively.
Teachers need to work together to analyze the assessment items in the learning process. Teachers should ensure that these evaluation data are consistent and continuous between the same grade level and class to a certain extent.
1.Evaluation of inquiry activities Teachers can use tools such as assessment forms, checklists, and continuous quantitative data to make timely assessments of students' progress in a particular field. But not all areas of study can do this or need to do so. In addition, evaluation data should not be used to score students or rank in the class, let alone judge the success or failure of students.
3. Standardized testing
The curriculum of Chengdu Cogdel School needs to meet the educational requirements of China's national curriculum. Students must take semester standardized tests from the first grade to measure their learning and performance. The school fully considers the physical and mental health of the students, and adjusts the examination according to the PYP requirements. The results of the test will be used to effectively enhance students' overall learning and help guide students and teachers in the next step of teaching.
4 Progress Reports
1. Written report
The general comment of the class teacher on this semester A summary of the three inquiry units in this semester, including teacher's comments a nd overall assessment of knowledge, learning methods and concepts;
The written report is to report to the parents what the student has learned, what they can do and what needs to be improved. The evaluation report describes the student’s growth and points out the weak points where the student needs to work hard.
The progress reports are released to parents every semester, including: 1.本学期三个探究单元的汇总，包括老师的评论以及对知识、学习方法和概念的总体评估 ；
A summary of other different disciplines;
.
At the end of each semester, the school will provide a paper version of the report. In addition, students will take their student files home to share and learn with their parents. We encourage parents to discuss their reports and learning files with students, and discuss their strengths and goals for further learning.
2. Learning community meetings
Learning community meetings are held three times a year. If there are any pressing issues that need to be discussed immediately, parents and teachers can also arrange other meetings at other times.
Learning community meetings can help:
Establish an open and trusting relationship in the learning community;
Share information about students;
Share evidence of students' learning development;
Discuss students' development of learner training goals;
Solve the concerns of one semester;
Determine the learning and development goals for the next semester;
Define the role of parents in the learning process;
Establish the evaluation ability of the learning community.
The learning community meeting will be held in the following ways:
The parent-teacher meetings will share students' learning achievements, learning goals or areas that need attention in future learning.
Student-led conferences are designed to allow students to reflect on their own growth and master their own learning styles. Students should set goals with their parents to ensure continued success.
The triple conference support can not only improve students' reflective ability, but also demonstrate their own learning ability to reason, communicate and present learning results.
Teacher-student meetings are continuous and can be held at any time based on student feedback or reflections and other learning needs.
（五）小学项目学习成果展PYP Exhibition 。
(5) PYP Exhibition The learning achievement exhibition in the final school year of the PYP is a collaborative learning experience of a graduate nature. Under the guidance of tutors, students alone or together with their classmates carry out investigations and studies to demonstrate their understanding of the problems they choose to explore and what they have developed throughout the learning process of the PYP, as described in the IB learner training goals Various qualities.
Different members of the learning community must reflect on the learning achievement exhibition and support the review and summary of the learning achievement exhibition process.
Schools should collect some reflections, suggestions, and real objects made by students as samples to archive to provide evidence of students' learning and provide information for future decisions on learning outcomes.
References:
1. 《基础教育课程改革纲要》"Basic Education Curriculum Reform Outline"
ucation on Actively Promoting the Reform of the Evaluation and Examination System in Pri mary and Secondary Schools"
3. 《小学项目的实施:国际初等教育课程框架》2010 "Implementation of the Primary School Project: International Primary Education Curriculum Framework" 2010 4. 《学习与教学》"Learning and Teaching"
5. 《学习者》"Learners"
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