又近期末，孩子们完成了一个学期的学习，是时候总结一下了。原来一提到期末考试，我们首先想到的就是分数和排名，很容易就忽略掉测评真正的意义。

赫德认为，每个孩子在学习中都会遇到个性化的问题，越倾向于个性化的教与学，越意味着高效顺畅。因此怎样帮助学生发现自己的问题，并了解自己真正需要帮助的地方，是高效教学的重要基础。在这个目标的驱动下，赫德搭建起专业科学的测评体系，目的就是为了找到孩子真正的学术需求并予以帮助。

英文测评体系和分组教学
The goal of assessment is to find out the true needs of each student in order to support them through their learning journey. Today, Ms Joelle, the International Curriculum Coordinator, introduces the Upper School streaming process in HDBJ and explains how we use assessment to group the students in G3-5 into their English classes to ensure that every student receives an individualised and targeted learning experience.
每个学期，北京赫德的国际教学团队都会以一对一测评结合全班测评的多元化方式，来发现孩子的需求，并以分组教学的方式予以最合适的教学支持。今天我们就听听北京赫德国际课程主管Ms Joelle给我们带来的介绍，看看北京赫德怎样通过高效的测评方式，支持小学高段的英文分组教学。

This year, we made the decision to stream the children in grades 3,4, and 5 into ability groups in order to further target specific areas in their English development. The upper school teachers selected a series of UK national curriculum based assessments to accurately assess the students’ reading, writing, speaking and listening skills.
在北京赫德小学部，三至五年级学生的英文学习是根据孩子不同的学习程度，分小组进行的，这样的学习方式更加高效，也可以更有针对性地培养每个孩子的英语能力。老师们会选择一系列基于英国国家课程大纲的测评，来准确评估学生的英文阅读、写作和听说能力。

These assessments are designed to prepare children in the UK for national tests so they represent the same standards that we aim to teach as well. Using the results of these assessments, we then arranged the children into groups of similar abilities.
在英国，这些评估可以帮助让当地孩子们为全国考试做准备。因此，在赫德，这些评估代表了我们对标母语的教学目标。根据这些评估的结果，我们将孩子们安排成能力相近的小组。
Reading 阅读测评
We use two assessments for reading. The first is the PM Benchmarking system which we use from Prep to Grade 5. PM benchmark is a series of levelled fiction and non-fiction texts used in English speaking countries such as the UK and Australia.
在阅读测评中，我们使用两种评估方式。种是我们从学前班到五年级都在使用的PM基准系统 (PM Benchmarking system)。PM Benchmark文本包含小说类和非虚构类文本，在一系列英语国家，比如英国和澳大利亚广泛使用。

Through this, we are able to track the children’s continuous progress. This assessment focuses on the children’s ability to read words accurately, their fluency and pace, their decoding skills, their re-telling ability and their literal and inferential understanding. As they progress into high levels, applied knowledge and vocabulary questions also become important.
通过这种方式，我们能够观察到孩子的持续进步。这个测评的重点是孩子准确阅读单词的能力、流利程度和速度、解码能力、复述能力以及字面和推理理解能力。随着孩子们进入高年级，应用知识和词汇问题也变得重要起来。
In addition to the PM benchmarking system, the children are also given a reading comprehension test. This is a standard assessment that everyone writes. We use standardized reading assessment that are slightly below native English level to account for our bilingual learners. In this assessment, the children read the text to themselves, as well as read and answer the questions independently.
除了PM Bechmark，孩子们还会接受阅读理解测试。这是一个面向每个学生的标准性测评，我们会考虑到学生作为双语学习者的特点，将阅读评估进行标准化。在这个评估中，孩子们会自己阅读文本并回答问题。
Writing 写作测评
We look at two areas for writing – grammar and overall writing ability.
在写作方面，我们关注两个方面的能力--语法和整体写作能力--进行测评。

All the students complete the same grammar test which is based on areas covered in the Singapore grammar lessons and in the classes.
所有学生都会根据自己的年级组，完成相同的语法测试，这个测试包括孩子们在班级英文课上学习的内容，也包括在“新加坡语法课”上学习的内容。
In addition, students also complete independent writing samples which we use to assess what types of grammatical, punctuational, vocabulary and overall compositional features they are using in their writing. We are looking to see if they are writing at HD grade level standard, above, or below.
此外，学生们还会完成独立的写作任务。老师们用他们的写作文本来评估，了解孩子在写作中运用了哪些类型的语法、标点符号、词汇和整体写作特点。我们会对学生的写作水平做出判断，看孩子们是否达到了母语水平的国家课程标准。
Listening 听力测评
All the students in the year group are read the same passage by the teacher. Following that, they are asked five questions. Students are not able to see or read the text for themselves, it is all based on their ability to listen and comprehend.
同一年级组的所有学生都由老师为他们朗读同一篇文字。然后，老师会问学生五个问题。学生不能自己看课文，全凭自己的听觉和理解能力来回答问题。

Speaking 口语测评
The last area we assess is speaking. Children select a picture prompt and tell their own story based on the image. The length and detail of the story is up to them. While the student is speaking, the teacher is assessing five different areas which include: detail of response, sentence structure and grammar, vocabulary and word choice, pronunciation and fluency, and communication.
最后一个测评的方向是口语。学生会选择一张主题图片，讲述自己的故事，故事的长度和细节由他们自己决定。当学生在讲述的时候，老师会评估五个不同领域：反应的细节，句子结构和语法，词汇和选词，发音和流畅性，以及沟通交流。

Grouping 分组
The assessments take place over a two-week period in the beginning of September, late November and mid-March. Some, like the PM Benchmark assessments, are completed one-to-one, while others, like the grammar test, are completed as a class.
我们的英文测评通常会在9月初、11月底和3月中旬进行。有些测评，如PM Benchmark，是一对一完成的。有些评估，如语法测试，则是以班级为单位完成的。
Once the teachers have all the assessment results, they start to divide the entire grade based on scores. The students are placed into groups of roughly, although not exactly the same size.
当老师们拿到所有的评估结果后，就会根据结果对整个年级的学生进行分组。学生们会根据自己的学习程度，被分入人数大致相同（不见得完全一样）的小组。

When this is done, the teachers take another look at each child and discuss their knowledge of them and if they are in a stream that is supporting their needs or if they need to be moved to further support their development.

一切完成后，老师们会再检查每个孩子的分组情况，并坐下来共同讨论，确定每个孩子都处于适合他们的小组，或者他们还需要进一步调整，来保证得到最适合的支持。
Changing streams is not an indication of great success or failure.It indicates that the particular child has needs that will be better addressed in another grouping.
改变分组并不代表着任何“成功”或“失败”，而只是表明这名同学的真实需求，并让孩子得到的学术支持。

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