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弘科未来小学部丨PYP评估政策

中山弘科未来Ardingly

2025-09-19 08:36

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Welcome To ACZS

中山市弘科未来学校作为一所具有国际化特色的民办双语学校，中山市弘科未来学校以“学以利天下”为校训，致力于培养学生的家国情怀、国际视野和全球胜任力，在全面落实国家课程的基础上，强化学生以中文、英语为主的多语言能力发展，实施全人教育，以及艺术、体育、科技特色教育，助力学生顺利实现国内国际双轨制多元升学。

As a private bilingual school with international characteristics, Ardingly College of Zhongshan (ACZS) takes "Learn for Change the World" as its school motto. It is committed to cultivating students' sense of homeland, international perspective, and global competence. On the basis of fully implementing the national curriculum, it strengthens the development of students' multilingual abilities with a focus on Chinese and English, implements holistic education, as well as characteristic education in art, physical education, and technology, helping students smoothly achieve diversified pathways through both domestic and international.

学校倡导“平等、仁爱、合作、创造”的校风，因材施教，发掘每一位学生的兴趣和潜力，并激发内驱力，培养他们成为开拓者、冒险者、问题解决者和终身学习者。学校于2022年9月创办，位于粤港澳大湾区几何腹地中山市岐江新城，占地面积6.5万平方米、建筑面积13万平方米，涵盖幼儿园、小学、初中、高中四个学段。

The school advocates a school spirit of "equality, caring, cooperation, and innovation". It teaches students in accordance with their aptitudes, explores the interests and potentials of each student, stimulates their internal motivation, and cultivates them into pioneers, adventurers, problem-solvers, and lifelong learners. Founded in September 2022, the school is located in Qijiang New Town, Zhongshan City, the geometric center of the Guangdong-Hong Kong-Macau Greater Bay Area. It covers an area of 65,000 square meters and a building area of 130,000 square meters, encompassing four school divs: kindergarten, primary school, junior high school, and senior high school.

中山市弘科未来学校

小学部评估政策

ACZS Assessment Policy

制定日期：2025年5月

Published May 2025

第一次修订日期：2025年9月

Updated September 2025

理念

Philosophy

评估是教学、教学计划、和学习的组成部分。评估是以学生真实的教学任务为评估目标，并反应学生学习和成就的进展。评估是一个持续不断的过程，能够有效地指导学习和教学。评估能够提供有意义的反馈，并在整个学习过程中让学生、家长和老师成为学习过程的参与者。学生学习的交流是基于课程目标、目标和评估标准。报告的目的是告知学生、家长和监护人在知识、技能、概念和 IB 学习在获取知识方面取得的进展。中山市弘科未来学校应确保评估和报告每个学生在获取知识、技能、概念和 IB 学习方面的进展。

Assessment is an integral part of teaching, lesson planning, and learning. It targets students' real teaching tasks and reflects the progress of students' learning and achievements. Assessment is a continuous process that can effectively guide learning and teaching. It provides meaningful feedback and involves students, parents, and teachers as participants in the learning process throughout. Communication about student learning is based on curriculum objectives, goals, and assessment criteria. The purpose of reporting is to inform students, parents, and guardians of progress in acquiring knowledge, skills, concepts, and IB approaches to learning. ACZS shall ensure that the progress of each student in acquiring knowledge, skills, concepts, and IB approaches to learning is assessed and reported, as determined by the ACZS PYP Curriculum Handbook.

在中山市弘科未来学校小学部，我们相信建设性反馈、自我评估、反思和同伴评价是培养学生能动性与自主学习者的有力工具。师生协作制定评估量规、设定学习目标、规划或调整探究单元，并对学习成果进行评估。我们重视学习过程中所采取的步骤，其重要性不亚于最终结果。归根结底，我们认为评估在指导教学规划与实施方面不可或缺。

In ACZS, we believe that constructive feedback, self-assessment, reflection, and peer evaluation are powerful tools for cultivating student agency and independent learners. Teachers and students collaborate to develop assessment rubrics, set learning goals, plan or adjust inquiry units, and evaluate learning outcomes. We value the steps taken in the learning process as much as the final result. Ultimately, we believe assessment is indispensable in guiding the planning and implementation of teaching.

评估目的

Purposes of Assessment

评估的目的是对每个学生的学习成果有一个准确的评价。

The purpose of assessment is to accurately evaluate each student's learning outcomes

主要通过：

mainly through：

提供学生学习、知识、技能和概念的证据属性
Providing evidence of students' learning, knowledge, skills, conceptual understanding, and attributes
分析和解释学生的知识、技能、概念和属性
Analyzing and interpreting students' knowledge, skills, concepts, and attributes
确保教学进度并支持学生学习
Ensuring teaching progress and supporting student learning
确定学生需求，发展学生学习目标
Identifying student needs and developing student learning goals

评估也用于：

Assessment is also used to：

区分教与学
Differentiate teaching and learning
指导计划
Guide planning
促进课程开发和持续的专业发展
Promote curriculum development and continuous professional development
决定学生与世界各地同龄人的进步
Determine students' progress compared to peers worldwide
为家长提供信息
Provide information to parents
鼓励学生监督自己的进步
Encourage students to monitor their own progress

有效的评估原则将：

Principles of effective assessment will：

与有效的规划、教学和学习密不可分
Be inseparable from effective planning, teaching, and learning
允许学生构建自己的意图和理解
Allow students to construct their own intentions and understandings
提前提供学习成果的透明度
Provide transparency of learning outcomes in advance
让学生参与对学习的反思及设定目标
Involve students in reflecting on learning and setting goals
建立学生理解的档案
Build a portfolio of student understanding
以学习成果和清晰一致的标准为基础
Be based on learning outcomes and clear, consistent criteria
包含多种机会和背景
Include multiple opportunities and contexts
涉及一系列平衡的工具和策略
Involve a balanced range of tools and strategies
满足学生的学习方式和多元智能
Cater to students' learning styles and multiple intelligences
定期提供反馈和指导如何改进
Regularly provide feedback and guidance on improvement
向家长提供有意义的学生进步报告
Provide meaningful reports on student progress to parents
发展关键的专业技能，并指导专业发展教师
Develop key professional skills and guide teacher professional development
加强学习型社区内的持续对话
Strengthen ongoing dialogue within the learning community
为课程回顾提供信息
Inform curriculum review
严格满足所有学术诚信的期望
Strictly meet all academic integrity expectations

弘科未来小学部相关职责说明：

Responsibilities of the ACZS：

弘科未来小学的有效评估与报告目标达成，离不开学生、家长 / 监护人、教学及行政人员的投入与参与。
The achievement of effective assessment and reporting goals at the ACZS relies on the commitment and involvement of students, parents/guardians, teaching staff, and administrative staff.

学校将为学生提供支持，助力其：

The school will provide support to students to help them:

制定切实可行、能够达成的目标
Set practical and achievable goals
展示并表达自身的学习内容与理解程度
Demonstrate and express their learning content and level of understanding
反思自身学习过程，并为学习成果感到自豪
Reflect on their learning process and take pride in their learning outcomes

学校鼓励家长：

The school encourages parents to:

通过参与学生主导会议、三方会议（注：通常指学生、家长、教师共同参与的会议）、可选的家长 / 监护人 - 教师面谈，以及各类集会与校园活动，分享并支持孩子的学习
Share and support their children’s learning by participating in student-led conferences, three-way conferences (Note: Typically refer to meetings involving students, parents, and teachers), optional parent/guardian-teacher interviews, as well as various assemblies and school events
与孩子一同查看其小学项目（PYP）成长档案袋时，为孩子提供书面反馈
Provide written feedback to their children when reviewing their Primary Years Programme (PYP) portfolios together
肯定孩子在努力程度、目标达成、优势展现、学习态度及学业成果等方面的表现
Recognize their children’s performance in aspects such as effort, goal achievement, demonstration of strengths, learning attitudes, and academic outcomes

学校对教师的期望包括：

The school’s expectations for teachers include：

为学生提供具有建设性且及时的口头与书面反馈
Provide constructive and timely oral and written feedback to students
协同设计评估任务，以指导教学与学习工作的开展
Collaboratively design assessment tasks to guide the implementation of teaching and learning
清晰界定对学生学习的期望要求，以及评估学生学习成果的方式方法
Clearly define expectations for student learning and methods for assessing student learning outcomes
定期收集定量与定性数据（注：定量数据指可量化的信息，如定性数据指描述性信息，如课堂表现观察记录），并将这些数据用于向学生、家长、教职工、接收学校（注：指学生转学时的目标学校）及更广泛的社群传递相关信息
Regularly collect quantitative and qualitative data (Note: Quantitative data refers to quantifiable information, e.g., qualitative data refers to descriptive information, e.g., observation records of classroom performance), and use this data to communicate relevant information to students, parents, faculty and staff, receiving schools (Note: Refer to target schools where students transfer), and the broader community
肯定并表彰学生的成就，例如颁发学习者培养目标（Learner Profile）证书
Recognize and commend students’ achievements, such as awarding Learner Profile certificates

评估实践

Assessment Practices

评估：我们如何知道学生学到了什么?

Assessment: How do we know what students have learned?

在中山市弘科未来学校，平衡和全面的评估方法包括预先评估、形成性评估和总结性评估的计划机会。在某些情况下，诊断性和标准化的评估也被用来告知老师和家长学生的个人学习需求。

At ACZS, a balanced and comprehensive assessment approach includes planned opportunities for pre-assessment, formative assessment, and summative assessment. In some cases, diagnostic and standardized assessments are also used to inform teachers and parents of students' individual learning needs.

评估类型

Types of Assessment

服务于学习的评估

Assessment for Learning

服务于学习的评估，也称为形成性评估，是教师评估课程有效性和深度、改进教学规划与实施的有用工具。对评估信息和数据的分析有助于教师充分满足学生的个性化需求，因为这能为课堂教学中的差异化教学决策提供依据，从而更好地支持学习。教师通常采用以下方法对学生进行评估：

Assessment for learning, also known as formative assessment, is a useful tool for teachers to evaluate the effectiveness and depth of the curriculum and improve teaching planning and implementation. The analysis of assessment information and data helps teachers fully meet students' individual needs, as it provides a basis for differentiated teaching decisions in classroom instruction, thereby better supporting learning. Teachers typically use the following methods to assess students：

诊断性入学评估
Diagnostic entrance assessments
小测验（正式和非正式）
Quizzes (formal and informal)
课堂作业
Classwork
讨论
Discussions
课堂观察
Classroom observations
清单核查
Checklists
同伴评价
Peer assessment
自我评价
Self-assessment
学生笔记本/日志
Student notebooks/logs
家庭作业
Homework
建构性应答
Constructed responses

在这种评估方法中，学生参与是主要形式。教师通过获取定性和定量数据来了解学生的思维与学习过程，进而对学习情况进行监控、记录、衡量和报告。

In this assessment method, student participation is the main form. Teachers obtain qualitative and quantitative data to understand students' thinking and learning processes, and then monitor, record, measure, and report on learning.

针对学习的评估

Assessment of Learning

针对学习的评估，也称为总结性评估，用于在一个教学单元结束时评估学生的学习情况。这要求学生运用在整个学习单元中获得的广泛知识。它能对学生的学习情况和教学过程进行评估并提供相关信息，衡量学生对核心观点和探究线索的理解程度，并促进学生采取有意义的行动。教师通常会采用以下方法：

Assessment of learning, also known as summative assessment, is used to evaluate students' learning at the end of a teaching unit. It requires students to apply the extensive knowledge gained throughout the learning unit. It can assess and provide information on students' learning and the teaching process, measure students' understanding of core ideas and inquiry lines, and promote students to take meaningful actions. Teachers typically use the following methods:

项目展示
Project presentations
报告
Reports
演示
Demonstrations
书面和口头测试
Written and oral tests
自我评价
Self-assessment
同伴评价
Peer assessment
展览
Exhibitions
单元/模块结束测试
Unit/module end tests

在这种评估方法中，学生在评估过程中的参与度有限。教师通过测试、考试和标准化评估收集定量数据，以了解学生对技能和知识的习得或掌握程度。此外，教师会根据自身的判断制定评估量规，用于评估学生对技能和概念的掌握情况。

In this assessment method, students' participation in the assessment process is limited. Teachers collect quantitative data through tests, exams, and standardized assessments to understand students' acquisition or mastery of skills and knowledge. In addition, teachers develop assessment rubrics based on their own judgments to evaluate students' mastery of skills and concepts.

作为学习组成部分的评估

Assessment as Learning

作为形成性评估过程的一部分，其目标是帮助学生学会如何成为一名自主调节的终身学习者。它通过引导学生承担学习责任，同时培养他们对学习的热情与动力，从而促进学习。通过鼓励学生主动设计、管理和衡量自己的学习，他们能逐步掌握运用评估进行自我评估、反思并在未来学习中做出调整的技能（《学与教》，第85页）。

As part of the formative assessment process, its goal is to help students learn how to become self-regulated lifelong learners. It promotes learning by guiding students to take responsibility for their learning while cultivating their enthusiasm and motivation for learning. By encouraging students to actively design, manage, and measure their own learning, they can gradually master the skills of using assessment for self-assessment, reflection, and adjustment in future learning (Teaching and Learning, p.85).

学生学习并运用终身适用的工具和策略来提升自身能力。当学生积极参与评估、共同构建成功标准，并根据建设性反馈和前瞻性指导采取行动时，他们就能成为高效的自主调节学习者。这有助于学生反思自身进步、设定学习目标，并参与决定如何实现这些目标及未来的目标。

Students learn and apply lifelong tools and strategies to enhance their abilities. When students actively participate in assessment, co-construct success criteria, and take action based on constructive feedback and forward-looking guidance, they can become effective self-regulated learners. This helps students reflect on their progress, set learning goals, and participate in deciding how to achieve these goals and future goals.

在这一过程中，学生可以：

In this process, students can:

在学期初制定学习目标
Set learning goals at the beginning of the semester
强化和培养各种元认知策略，例如学习使用反思工具，通过反思性问题引导自我反思
Strengthen and develop various metacognitive strategies, such as learning to use reflection tools and guiding self-reflection through reflective questions
与教师共同制定评估形式和成功标准，如总结性评估、反思表、探究单元展览（成果展示）等
Collaborate with teachers to develop assessment forms and success criteria, such as summative assessments, reflection forms, and inquiry unit exhibitions (presentation of results)
结合“及时反思”这一十大培养目标，进行定期自我反思并调整学习
Combine the ten nurturing goals of "timely reflection" to conduct regular self-reflection and adjust learning
制作学习日志、笔记、故事、档案，并定期进行自我检查、反思和修正
Create learning logs, notes, stories, and portfolios, and conduct regular self-checks, reflections, and revisions
组织学生主导的会议
Organize student-led conferences

评估内容

Assessment Content

在中山市弘科未来学校，评估的主要目标是提供持续的反馈学习过程。教师和学生有机会参与多次评估。教师收集关于学生的理解和思考的佐证材料，并在如下情况下，并为学生提供反思和学习的时间：

At ACZS, the main goal of assessment is to provide continuous feedback on the learning process. Teachers and students have the opportunity to participate in multiple assessments. Teachers collect evidence of students' understanding and thinking and provide students with time for reflection and learning in the following situations:

参与教师和学生发起的活动
Participating in activities initiated by teachers and students
在团队中独立工作
Working independently in teams
与他人合作
Cooperating with others
独立工作
Working independently

授权

Authorization

每个项目的授权和授权标准都来自于最新的国际文凭组织(IB)出版的《实践原则》。

The authorization and authorization criteria for each program are derived from the latest "Principles into Practice" published by the International Baccalaureate Organization (IBO).

反馈

Feedback

反馈的目的是建立在帮助学生在过去学习的基础上发展的。反馈为学生提供观察力，帮助他们改进他们的行为表现。有效的反馈有助于学生建构自己的学习路径。清楚自己的学习情况的学生可以监控自己的进度并寻求进一步的反馈以改进。

The purpose of feedback is to help students develop based on their past learning. Feedback provides students with insights to help them improve their performance. Effective feedback helps students construct their own learning paths. Students who are aware of their learning situation can monitor their progress and seek further feedback for improvement.

记录

Recording

在中山市弘科未来学校，我们通过多种方式追踪学生的表现。我们从各个方面收集证据，以记录学生的成长。我们通常会使用以下信息（但不限于这些信息）作为学生发展的记录：

At ACZS, we track students' performance in various ways. We collect evidence from various aspects to record students' growth. We usually use the following information (but not limited to these) as records of student development:

IB学生成长档案袋
IB student growth portfolio
观察记录
Observation records
表现性评估
Performance assessments
注重过程的评估
Process-focused assessments
选择性应答
Selected responses
开放性任务
Open-ended tasks
结构化测验/考试分析
Structured test/exam analyses

报告

Reporting

学校认为，反馈是评估的重要组成部分，它能让我们解读判断结果并改进工作。为使报告发挥实效，家长、教师和学生需形成合作伙伴关系。我们会生成全面、真实、公正且可信的报告。

The school believes that feedback is an important part of assessment, which enables us to interpret judgment results and improve work. For reports to be effective, parents, teachers, and students need to form a partnership. We will generate comprehensive, authentic, fair, and credible reports.

家长会——教师向家长介绍学生的进步、发展情况及需求，解答家长的疑问，回应他们的关切。
Parent-teacher conferences: Teachers introduce students' progress, development, and needs to parents, answer parents' questions, and respond to their concerns.
学生主导会议——这类会议是家长与学生之间的合作形式，由学生主导会议，向家长分享自己的学习过程。
Student-led conferences: These are a form of cooperation between parents and students, where students lead the conference and share their learning process with parents.
毕业展——这是小学项目（PYP）毕业班学生向家长汇报其在PYP学习历程中的收获、庆祝PYP阶段成就并带着所学的学习者素养进入下一阶段学习的正式平台。
PYP exhibition: This is a formal platform for graduating students of the Primary Years Programme (PYP) to report to parents on their gains during the PYP learning journey, celebrate their achievements in the PYP stage, and enter the next stage of learning with the acquired learner attributes.
书面报告——每学期末，我们会向家长发送学期评估报告。学期评估报告将反映学生在探究单元内外对学科领域知识、概念和态度的掌握情况。报告中还会单独附上一份IB学习者培养目标自我评价。这些报告是向学生和家长呈现学生在学业及个人发展方面的进步与能力的总结性记录。
Written reports: At the end of each semester, we send semester assessment reports to parents.The semester assessment report will reflect students' mastery of subject knowledge, concepts, and attitudes both within and outside inquiry units. A separate self-assessment of IB learner attributes is also attached to the report.
IB学生成长档案袋——学生的档案袋以图片和证据的形式展示其在探究单元中学习的五个要素的发展情况，体现学生在意义建构过程中的学习进展。
IB student portfolio: The student's portfolio shows the development of the five elements learned in the inquiry unit through pictures and evidence, reflecting the student's learning progress in the process of meaning construction.

评定等级及描述

Assessment Levels and Descriptions

评估方法是与标准相关的，而不是与规范相关的。这种评估方法将根据学生与确定的成绩水平相关的表现来判断学生的工作，而不是与其他学生的工作相关。评估目标描述学生应该能够做什么，评估标准描述他们在这方面表现得如何。每个标准都独立的应用于最匹配的模型。

The assessment method is criterion-referenced rather than norm-referenced. This assessment method judges students' work based on their performance relative to established achievement levels, rather than relative to other students' work. Assessment objectives describe what students should be able to do, and assessment criteria describe how well they perform in this regard. Each criterion is applied independently to the most matching model.

标准	描述
B1	初学者—需要协助才能开始工作；偶尔表现出学习的迹象,作业只能完成一小部分；技能和概念掌握有限；只有少数几个学习目标得以实现。 Beginner—Needs assistance to start work; occasionally shows signs of learning; only a small part of the assignment can be completed; has limited mastery of skills and concepts; only a few learning goals are achieved.
D2	发展—需要偶尔的支持以完成任务；需要一些支持来展示学习；作业能完成一半以上，基本能做到完整和整齐；能运用知识和技能完成部分任务；超过一半的学习目标都达到了。 Developing—Needs occasional support to complete tasks; needs some support to demonstrate learning; can complete more than half of the assignment, which is basically complete and neat; can use knowledge and skills to complete part of the tasks; more than half of the learning goals are achieved.
M3	达到预期—对概念和技能有很好的把握；作业通常是完整的、整齐的；表现出扎实的学术能力；能够将知识应用于现实世界。 Meets expectations - Has a good grasp of concepts and skills; assignments are usually complete and neat; shows solid academic ability; can apply knowledge to the real world.
EX4	超出预期—持续展示出在概念理解和技能运用方的能力，发展新的理解和解决方案;作业/项目质量高。 Exceeds expectations— Continuously demonstrates ability in conceptual understanding and skill application, develops new understandings and solutions; produces high-quality assignments/projects.

政策审核流程

Policy Review Process

本政策文件将受到持续监控，尤其是当有特殊需求的学生入学时。课程协调员会在认为必要时对其进行审查，但审查时间最迟不晚于文件发布之日起5年。课程协调员将通过规划会议、课堂走访和评估来确保该政策的实施。此文件会向所有利益相关者进行公示。

This policy document will be continuously monitored, especially when students with special needs are enrolled. The curriculum coordinator will review it when deemed necessary, but the review will be no later than 5 years from the date of publication of the document. The curriculum coordinator will ensure the implementation of this policy through planning meetings, classroom visits, and assessments. This document will be made public to all stakeholders.

参考书目

Bibliography

国际文凭组织(IBO);小学项目学术诚信政策；2023。

国际文凭组织(IBO);项目的标准与实施细则；2014。

国际文凭组织（IBO）；学习与教学；2018年。

国际文凭组织（IBO）；学习者；2018年。

国际文凭组织（IBO）；学习者社区；2018年。

International Baccalaureate Organization (IBO);Academic integrity policy in the PYP；2023

International Baccalaureate Organization (IBO); Programme standards and practices; 2014;

International Baccalaureate Organization (IBO);Learning and teaching;2018.

International Baccalaureate Organization (IBO);The learner;2018.

International Baccalaureate Organization (IBO);The learning community;2018.