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Ophelia: 測試學生的學習成果和知

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Ophelia: 測試學生的學習成果和知識薄弱項。
Assessments are a source of information for teachers to observe and understand each student better so they can personalize their approach to cater to individual learning needs.

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Louise
formative summative alternative
indicator

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評估學生的學習成果，進行階段性的學習總結。

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louis

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Assessment of learning
Assessment for learning
Assessment as learning

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默書、評估、功課等
Doris

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Assessment for learning
Assessment to learning
Assessment as learning

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Questioning in the class can be a very useful way to assess students' learning outcome.

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formative assessment ;summative assessment

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Assessment of learning

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Aiden: To test out what knowledge students have learned and their levels on the assessment given.

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Aiden: To test out what knowledge students have learned and their levels on the assessment given.

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Assessment is the celebration of the learning process.

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Why: To inform learning and teaching.
What: Assessment of knowledge, skills and conceptual understandings.
- to monitor, document, measure, report and adjust learning and teaching.

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Xixi 檢測學生的學習成果，學生自測、反思，同儕互評

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Xixi 檢測學生的學習成果，學生自測、反思，同儕互評

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result or reflection of the learning progress

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Aiden: It's a tool to measure students' learning. Based on the assessment, teachers can make teaching plans and strategies in terms of differentiated instruction. 

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Aiden: It's a tool to measure students' learning. Based on the assessment, teachers can make teaching plans and strategies in terms of differentiated instruction. 

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1)Monitoring of learning should be on a  daily basis ,e.g. questioning ,discussion learning with peers&teachers ,observing ,reflection
2)As for the integrating assessment, the optimal tool offers considerations when designing assessment for knowledge,concepts & skills.

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1) I think I will carrry on with the recording of Ss learning task at /after school as the evidencing of the learning progress.
2) As for the integreted units, the assessment for Concepts& skills in the perspective of Chinese should be students-capable even documenting effectively on EACH integreted unit.

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1. "Backwards by design" encourage teacher to design assessment by first identifying the knowledge, skills and conceptual understandings, then design the assessment, finally planning learning activities.
2. There are four dimensions in PYP assessment, including monitoring, documenting, measuring and reporting on learning.

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I would like to use monitoring to assess my students learning outcome. By doing so, I will use a variety of strategies, such as questioning, observation, reflection, well-considered feedback.

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I have learned the different types of assessments to inform learning and teaching, including monitoring learning, documenting learning, measuring learning and reporting on learning. The PYP chooses to put emphasis on monitoring and documenting learning as these dimensions are critical in providing actionable feedback for the learner.

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1.可以從學習過程和學習結果兩方面進行評估；
2.評估的四個方面：考察學習、記錄學習、測評學習、報告學習。

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- A lot of time I mixed up the two, thinking that I am monitoring my students because I have documented their learning.
- However, monitoring is more like an everyday practice with questioning skills, feedback, peer & teacher evaluation and reflection.
- Documenting is a part of monitoring or like snapshots of monitoring.
- Monitoring is more organically incorporated in the learning experience.

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backward designing encourages teachers to design assessment by first identifying the
desired knowledge, conceptual understandings and skills, followed by the design of the assessment, and
finally planning learning activities to ensure acquisition of knowledge, conceptual understandings and
skills.

When we are designing the assessment, we need to think about:
What learning goals will be achieved?
• How can I involve students in the assessment design?
• How could students engage in dialogues with teachers about the development of learner profile
attributes?
• What data or evidence should be gathered?
• What tools or strategies should be used to gather data?
• How will the evidence be monitored, documented and measured?
• How could students be asked to evidence any additional learning?
• How will the results be shared to feed back to the student?
• How will the results be used to inform next steps in learning and teaching?
• How will the results of the assessment be used to inform the learning community?

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Louise
monitoring learning
backward design
具有評估能力的教育者：環形評估素養

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Aiden:                                                               Assessment is very critical in teaching and learning. As PYP teachers, we need to focus both on students' learning process and outcomes. Four dimensions need to be stressed during assessment, which are monitoring, documenting, measuring and reporting.    

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Aiden:                                                               Assessment is very critical in teaching and learning. As PYP teachers, we need to focus both on students' learning process and outcomes. Four dimensions need to be stressed during assessment, which are monitoring, documenting, measuring and reporting.    

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After reading, I found there are four dimensions of assessment, and Monitoring learning are the most important part of four of the assessment. There are a variety of strategies: observation, questioning , reflection , discussion which occurs in our lessons daily.

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Student learning tracker

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Aiden： I will update my assessment skills and share useful strategies with our colleges based on my observation and experiences.Try to learn from each other and apply the four dimensions of assessment during teaching. Track my students' learning to figure out how to improve my teaching and assessment for more positive learning outcomes.

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Aiden： I will update my assessment skills and share useful strategies with our colleges based on my observation and experiences.Try to learn from each other and apply the four dimensions of assessment during teaching. Track my students' learning to figure out how to improve my teaching and assessment for more positive learning outcomes.

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一、設計評估要考慮的因素：
學習目標、需要收集的證據、教學工具和策略、平日額外學習的證據和書局、給學生的反饋、讓學生參與設計評估等。

二、評估的內容：
學習過程和成果、學生已有知識、對新內容的掌握
他那就、概念性理解和學習方法、支持自我調節的學習

三、如何評估
考察學習、記錄學習、測評學習、報告學習

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一、評估方法的多樣性：3種評估實踐
服務於學習的評估和針對於學習的評估
可以時正式的、非正式的，可以是校內進行的也可以是校外進行的。

二、評估的四個方面：考察、記錄、評測和報告

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Louise用顏色標註學生作業情

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Louise
用顏色標註學生作業情況 documenting

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評估結束後更加側重分析、講解、改正學生評估試卷，落實「評估促進教與學」。

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1、我會記錄學生的優秀作品，備份保存，以記錄學生的學習過程；
2、會對學生的進展性評估進行記錄
3、分析學生的總結性評估，檢測他們薄弱的環節，單元結束後進行反思，方便下一年作出改進。

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- Summative and Formative Assessment
- Pre-assessment
- Reflection
- Different forms of assessment

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單元開始前討論好具體學習目標，從評估的標準和成果開始backward design，過程中monitor學生的進程，提供下一步的改善方法，促進學生達到學習目標。

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I would apply the difference types of assessments in difference unit. like monitoring learning, I would use a data form to record the process of students learning and use the data to follow-up.

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1.我會一如既往地記錄學生的學習進展。
2.抓學生的交功課情況。
3.保存學生的優秀作品，留下Evidence。

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Summative assessment is not the end of student's learning experience, but a process to go forward. Teachers should record down the data and provide different ways to help students having further improvement.

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在每單元開始前先製定相關的學習目標，每單元反思並用不同的Strategies 去 monitor學生的進程，跟同儕一起提供下一步的改善方法，促進學生達到學習目標。

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1、我會對記錄學生的進展性評估。
2、我會記錄學生的優秀作品，備份保存，以記錄學生的學習過程；
3、我會分析學生的評估，找出他相對較弱的地方，幫他制定目標及改進。