IB评估方法

Assessment

(资料图)

孩子的学习历程和成果，宛如一幅画作，每一笔都有其独特的含义和价值。然而，当谈及到IB（国际文凭）教育的评估报告和学习历程展时，我们常常感到这幅画作有点抽象，无法准确捕捉其中的细腻之处。

我们希望用更客观的语言去描述孩子的表现，让孩子们直观地看到自己的优势和不足，并提前了解评估细则，带着明确的目标完成学习，而非被模糊的要求和草率的分数束缚。

今天将为大家解开疑惑，深入探讨IB评估方法的应用。

01

学习历程展 = 才艺表演？

在过去的几个月中，我们陆续分年级举办了多个学习历程展。有的人对此项活动的理解可能是孩子们的才艺表演，又或者就是一次家校沟通的机会。这些是学习历程展的一部分表现形式和作用，但更多的，我们希望透过这些表象为大家展示孩子们究竟学到了什么。

比如这次三年级的学习历程展，孩子们准备了非常精彩的演出。通过这几张图大家能看出他们想表达什么吗？

透过这些乐器、荧光棒等材料，细心的朋友们应该能猜想到他们在展现“光”和“声音”。

孩子们通过自己的表达向家长们讲解自己这个单元学习的历程和心得。而这又是对之前学习的“我们如何表达自己”这一主题的一种表现。

在学习过程中，我们透过“光”这一主题，探讨光的折射、反射，灯的历史，以及彩虹闪电等内容；又透过“声音”这一主题，探讨声波和震动、回声，以及不同乐器的音色等内容。再用绘画、文字、做实验、使用科技产品（Makey Makey、iPad）等形式，全面结合了各个学科，包括中英文、STEAM（科学、科技）、音乐、美术等。

老师们还在探究课中引导孩子们发挥创意，让他们思考“如何利用光和声音来破案”，运用已学的知识和自己的创造力来设计破案工具。孩子们的创意超乎我们的想象。

02

透明而客观的评估标准

除了学习历程展，我们还有各种各样的评估方式。在评估中，我们选择采用更客观的语言来描述孩子的表现，避免过于主观的评判和评分。比如在每学期的成绩报告中，我们的评估侧重于孩子的努力程度及一致性，以及技能及理解力。

用一个简单的分数来说明一个孩子聪不聪明、优不优秀是不公平的，不管是对他或她本人还是对其他的孩子。取得好的成绩固然重要，但我们更希望看到孩子持续性的努力以及独立高效的学习习惯。孩子也需要看到自己具体哪里做得好需要保持，以及哪里做得不足仍需努力。

在对技能及理解力的评估上，我们的用词会更加客观谨慎。分成开始、发展、巩固、拓展四个阶段。我们不希望用负面的词语去打击刚刚开始发展学科知识、技能与理解的孩子，也不希望让已熟练掌握基本技能的孩子过于骄傲，于是会采用这样的词汇去评估他们当下的能力。

03

清晰的目标引导

IB 倡导基于真实情境的学习。为了使每个学生都有能力解决真实情境的问题，VPA评估的设计采用GRASPS(Goal, Role, Audience, Situation, Challenge, Product, Performance and Purpose)构建真实情境评估，给学生提供自主发挥、创新和选择判断的权利，从而实现差异化评估。

IB评估报告中的评估细则也会提前给到孩子们，让他们明确了解评估的标准和期望，以便他们能够准确地衡量自由，对最后的成果也有更多的掌控感。

以高年级中文评估细则为例，我们用E=Excellent, G=Good, S=Satisfactory, W=Weak作为成绩水平标准，从多个维度评估学生的任务成果，根据组织结构、创作技巧和运用语言这三个方面来综合评估学生的作品。

很多有海外留学经历的家长朋友们可能会发现，这套评估系统与他们上大学或者高中时的rubric有点大同小异。没错，这就是IB学子在国际化高等学府中表现较为优异的原因，我们从小就在为适应国际化高等教育做准备。

IB教学是多元而全面的，我们可以从每一节课中看到多种学科、多种形式的学习。这样的教学与客观综合的评估方法相辅相成，让学生们的目标由分数变成真实具体的能力。

IB教育和VPA的目标都是培养具有全面素质的学生，鼓励他们成为富有创造力、富有同情心和承担社会责任的全球公民。

我们相信，这样真实高效的教学方式和评估方法能够带着孩子透过表象看到学习的本质。

<<左滑查看英文 Swipe left for English

IB Assessment

Children"s learning journey and achievements are like paintings, where each stroke holds unique meaning and value. However, when it comes to the assessment reports and learning journey of IB (International Baccalaureate) education, we often find this painting somewhat abstract, unable to capture its intricate details accurately.

Today, we aim to unravel these uncertainties and delve deeper into the application of IB assessment methods.

01

Learning Journey = Talent Show？

In the past few months, we have organized several learning showcases for different grade levels. Some may perceive these events as opportunities for children to showcase their talents, while others view them as a chance for parent-school communication. These are indeed aspects and purposes of learning showcases, but more importantly, we aim to use these representations to demonstrate what children have truly learned.

For example, in this recent learning journey for year 3, children prepared an outstanding performance. Can you guess from these images what they are trying to convey?

Through these instruments, glow sticks, and other materials, some of us might be able to infer that they are taslking about "light" and "sound."

Children explained their learning process and reflections to parents through their own expressions. This was also a manifestation of the previous learning theme, "How do we express ourselves?

During the learning process, we explored various aspects of "light" such as refraction, reflection, the history of lamps, rainbows, and lightning. Similarly, we delved into the theme of "sound" which encompassed topics like sound waves, vibrations, echoes, and the timbre of different musical instruments. Then we integrated various subjects including Chinese, English, STEAM, music, and art.

Our teachers further guided the children in UOI to unleash their creativity, prompting them to think about "how to solve a case using light and sound." They were encouraged to apply their acquired knowledge and harness their own creativity to design detective tools. The children"s creativity surpassed our expectations, leaving us amazed and impressed.

02

Transparent and objective assessment criteria

In addition to the learning journey, we employ a variety of assessment methods. In our assessments, we strive to utilize objective language to describe the children"s performance, avoiding overly subjective judgments and grading. For example, in the semester report, our assessment focuses on the child"s effort and consistency, as well as their skills and understanding.

In assessing skills and understanding, we use more objective and cautious language. We divide the assessment into four stages: Beginning, Developing, Consolidating, and Extending. We do not wish to discourage children who are just starting to develop their knowledge, skills, and understanding by using negative terms. Similarly, we aim to prevent children who have mastered basic skills from becoming overly complacent. Therefore, we employ such vocabulary to evaluate their current abilities.

03

Clear Guidance

IB advocates for learning based on authentic contexts. In order to equip each student with the ability to address real-world problems, the design of VPA assessments incorporates the GRASPS framework (Goal, Role, Audience, Situation, Challenge, Product, Performance, and Purpose) to construct authentic context assessments. This approach empowers students with the autonomy to demonstrate creativity, innovation, and critical thinking, thereby enabling differentiated assessment.

The assessment criteria in IB reports are also provided to students in advance, allowing them to have a clear understanding of the standards and expectations. This enables them to accurately gauge their progress and have a greater sense of control over the final outcomes.

Taking this task description as an example, we use the grading scale of E=Excellent, G=Good, S=Satisfactory, W=Weak as the performance levels. We assess students" task outcomes from multiple dimensions, specifically evaluating their work based on organization structure, creative techniques, and language usage. These three aspects are considered together to provide a comprehensive assessment of the students" work.

Many parents and friends who have had overseas study experiences may notice that this assessment system is very similar to the rubrics they encountered in their college or high school. Indeed, this is one of the reasons why IB students excel in international higher education institutions. We have been prepared from a young age for children to adapt to the demands of international higher education.

IB education is characterized by its diverse and comprehensive approach, where we can observe multiple disciplines and various forms of learning in every class. This type of teaching complements the objective and holistic assessment methods, shifting students" focus from grades to real, tangible abilities.

IB education and VPA share the goal of nurturing well-rounded students and encouraging them to become creative, empathetic, and socially responsible global citizens.

We believe that such authentic and effective teaching methods, along with the assessment approaches, allow children to see beyond surface-level learning and grasp the essence of their education.

<<右滑查看中文

<<左滑查看英文 Swipe left for English

右滑查看中文 >>