Senior School PARENT GUIDE TO ASSESSMENT & REPORTING 2016 / 17
English / Mandarin
THE AIMS OF THIS GUIDE ARE TWOFOLD
1. To ensure parents understand how their child is assessed at NLCS Jeju 2. To provide an explanation of how we report on each child’s learning across the different year groups
Assessment and Reporting at NLCS Jeju
1. ASSESSMENT 1.1 The Purpose of Assessment Assessment is not an end in itself; its main purpose is to support your child’s learning by identifying what he/she already knows and can do, and what their next steps should be. BY ASSESSING STUDENTS ACCURATELY AND CONSISTENTLY AND RECORDING KEY INFORMATION TEACHERS:
Build a clear picture of each student’s skills, knowledge, understanding and approaches to learning; Identify each student’s strengths and the priority areas for their future learning; Identify an appropriate curriculum for each student; Identify “next steps” for each student and express these as clear learning objectives; Identify the achievement made in individual lessons or series of lessons; Evaluate the achievement that each student is making over time; Evaluate and improve the teaching strategies used with each student; Support students, where appropriate, to monitor their own learning; Identify, celebrate and share achievement.
1.2 How we assess your child The first thing to note is that your child’s achievement is not always linear and so as teachers we assess your child over a period of time and not just through one test. THERE ARE A VARIETY OF WAYS WE ASSESS YOUR CHILD HERE AT NLCS JEJU. THESE FALL INTO THREE KEY AREAS:
Day-to-day assessment – this will be the informal assessment of your child’s learning that teachers carry out in every lesson. Periodic assessment – this is more formal assessment at the end of a topic/term. Transitional assessment – this is very formal assessment at the end of the year either through internal exams or external (IGCSE or IB exams). MORE SPECIFICALLY YOUR CHILD’S TEACHERS MAY ASSESS YOUR CHILD’S LEARNING IN THE FOLLOWING WAYS:
Observational assessment – where teachers observe your child’s responses to learning activities and unstructured situations; Dynamic assessment – where teachers look at your child’s responses in the context of learning a task; Questioning - which enables the teacher to make a judgement about your child’s degree of understanding; Criterion-referenced assessment - which measures your child’s attainment against a list of skills or pieces of knowledge; Formal assessment - where your child is asked to complete tests or set tasks which indicate his or her knowledge or approach to learning; Marking and review of written work (essays, projects, creative writing, reports); Mind maps, before and after topics; Tests set by the class teacher. 2
1.3 How teachers use this assessment HERE AT NLCS JEJU WE USE ASSESSMENT TO HELP YOUR CHILD ACHIEVE THEIR BEST AND ENSURE THEY ACHIEVE EXCELLENCE IN THEIR EXTERNAL ASSESSMENTS AT IGCSE AND IB. IN ADDITION, OUR TEACHERS USE ASSESSMENT TO:
Ensure your child has work that is suitably challenging and engaging; Give your child guidance on how to improve a piece of work; Provide your child with extra support where required; Gauge what your child knows and what he/she doesn’t know; Reward your child through verbal/written praise or by giving work academic merits; In certain subjects (English and Maths) it helps us to ensure your child is in the right set.
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2. GRADES 2.1 Attainment Grades THROUGHOUT THE SENIOR SCHOOL AT NLCS JEJU WE WILL USE OUR INTERNAL GRADING SYSTEM (NLCS JEJU LEVEL) WHEN WE FORMALLY ASSESS YOUR CHILD. THIS IS A SCALE OF 7-1, WITH 7 BEING THE HIGHEST AND 1 BEING THE LOWEST. TEACHERS MAY USE THIS GRADING SCALE ON SOME PIECES OF ASSESSED WORK DURING TERM TIME, ON END OF YEAR EXAMS (ALONG WITH A PERCENTAGE) AND IT WILL APPEAR AS A SUMMARY OF YOUR CHILD’S ACHIEVEMENTS ON THEIR TERMLY REPORTS. PLEASE NOTE:
When awarding grades on your child’s report teachers will use the descriptors (NLCS Jeju Level) set out below to assess their attainment over the term (and the year in the final report). It will not be based on one test, but will include review of a range of assessments, homework, class work, written work, verbal work and practical activities. The descriptors should be read in line with what is to be reasonably expected from a student of that year
group i.e. a Year 7 student would not be expected to produce work of the same standard as a Year 8 and so on. The performance indicators are not an exhaustive list and not all performance indicators apply in every subject.
Students do not have to meet every single performance indicator in each subject to be awarded that grade. Teachers will award the grade that most accurately describes the student’s attainment when taken as a whole.
2.2 The NLCS Jeju Level Descriptors Grade 7 STUDENTS WILL DEMONSTRATE EXCELLENT UNDERSTANDING AND THOROUGH KNOWLEDGE FOR A STUDENT OF THEIR YEAR GROUP IN ANY GIVEN SUBJECT. PERFORMANCE INDICATORS FOR A GRADE 7 MAY INCLUDE BEING ABLE TO
Write answers that are: convincing and detailed; logical and coherent; include independent analysis; use an excellent command of vocabulary; and demonstrate a high level of grammatical accuracy and notational precision. Carry out effective research and employ a wide range of investigative and problem solving techniques to great effect. Show consistent evidence of critical thinking in their work and a strong appreciation of alternative points of view. Give verbal answers with clarity and fluency and with a precise use of terminology. Demonstrate high levels of creativity, insight and originality. Confidently relate abstract and material concepts and facts. Show highly developed analytical skills of written texts, images, performance and data and come to a justified conclusion. Use technology to great effect. Grade 6 STUDENTS WILL DEMONSTRATE A VERY GOOD UNDERSTANDING AND VERY BROAD KNOWLEDGE FOR A STUDENT OF THEIR YEAR GROUP IN ANY GIVEN SUBJECT. PERFORMANCE INDICATORS FOR A GRADE 6 MAY INCLUDE BEING ABLE TO:
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Write answers that are: mainly convincing and detailed; mainly logical and coherent; include some independent analysis; use a very good command of vocabulary; and demonstrate a very good level of grammatical accuracy and notational precision. Carry out effective research and employ a wide range of investigative and problem solving techniques with good effect. Show good evidence of critical thinking and an appreciation of alternative points of view. Give verbal answers that are clear, accurate and fluent with a consistent use of terminology. Demonstrate good levels of creativity and occasional examples of insight and originality. In most cases, relate abstract and material concepts and facts with some confidence. Show developed analytical skills of written texts, images, performance and data and draw relevant conclusions. Use technology proficiently. Grade 5 STUDENTS WILL DEMONSTRATE A GOOD UNDERSTANDING AND A BROAD KNOWLEDGE FOR A STUDENT OF THEIR YEAR GROUP IN ANY GIVEN SUBJECT. PERFORMANCE INDICATORS FOR A GRADE 5 MAY INCLUDE BEING ABLE TO:
Write answers that are: generally considered and contain some valid analysis; logically structured and coherent, but not fully developed; use a good command of vocabulary; and demonstrate a good level of grammatical accuracy and notational precision. Show evidence of research and investigative and problem solving techniques, some of which are well developed, but not necessarily all. Show evidence of critical thinking and understanding of contrasting points of view. Speak mostly clearly and fluently with some use of terminology. Demonstrate creativity, but not insight and originality. Occasionally, identify the relationship between given abstract and material concepts and facts. Show competence in analysing written texts, images, performance and data and come to a conclusion. Use technology appropriately. Grade 4 STUDENTS WILL DEMONSTRATE AN ADEQUATE UNDERSTANDING AND A REASONABLE KNOWLEDGE FOR A STUDENT OF THEIR YEAR GROUP IN ANY GIVEN SUBJECT, BUT WILL HAVE SOME GAPS IN KNOWLEDGE AND/OR UNDERSTANDING PERFORMANCE. INDICATORS FOR A GRADE 4 MAY INCLUDE BEING ABLE TO:
Write answers that: show some structure, but with insufficient clarity; possibly contain some repetition or irrelevant material; use an adequate command of vocabulary; and demonstrate general grammatical accuracy and notational precision, but will contain some lapses. Show some evidence of research and investigative and problem solving techniques, but not well developed and not always used appropriately. Use knowledge and understanding to describe rather than to analyse or think critically. Speak generally clearly and fluently but with a limited use of terminology and may be unclear or hesitant at times. Demonstrate some creativity. Show a limited understanding of written texts, images, performance and data and attempt to come to a conclusion. Use technology satisfactorily.
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Grade 3 STUDENTS WILL DEMONSTRATE SOME UNDERSTANDING AND SOME KNOWLEDGE FOR A STUDENT OF THEIR YEAR GROUP IN ANY GIVEN SUBJECT, BUT WILL HAVE SIGNIFICANT GAPS IN KNOWLEDGE AND/OR UNDERSTANDING. PERFORMANCE INDICATORS FOR A GRADE 3 MAY INCLUDE BEING ABLE TO:
Write answers that are: only sometimes valid and/or appropriately detailed; use a basic structure that is not sustained throughout the answer; use a basic command of vocabulary and some awareness of grammatical accuracy and notational precision; and will contain many lapses in accuracy and clarity. Show only limited evidence of research and only basic investigative and problem solving techniques. Establish links between facts or ideas, but not able to think critically. Speak hesitantly and sometimes unclearly with only some use of terminology. Demonstrate limited creativity. Show a very limited understanding of written texts, images, performance and data and attempt to come to a conclusion, albeit not necessarily a correct conclusion. Use technology to a limited extent. Grade 2 STUDENTS WILL DEMONSTRATE ONLY SUPERFICIAL UNDERSTANDING AND PARTIAL KNOWLEDGE FOR A STUDENT OF THEIR YEAR GROUP IN ANY GIVEN SUBJECT, BUT WILL HAVE VERY SIGNIFICANT GAPS IN KNOWLEDGE AND/OR UNDERSTANDING. PERFORMANCE INDICATORS FOR A GRADE 2 MAY INCLUDE BEING ABLE TO:
Write answers that are: of generally limited validity; use some structure; use limited powers of expression; use a limited command of vocabulary and little awareness of grammatical structure and correct notation; and will contain significant lapses in accuracy and clarity. Show only very limited evidence of research and very limited basic investigative and problem solving techniques. Establish links between facts or ideas in only a limited way and not be able to think critically. Speak hesitantly and generally unclearly and use a limited range of language. Demonstrate occasional examples of very superficial creativity. Make comments on written texts, images, performance and data, but not be able to reach a conclusion. Use technology only inadequately and with little effect on their work. Grade 1 STUDENTS WILL DEMONSTRATE ONLY RUDIMENTARY UNDERSTANDING AND MINIMAL KNOWLEDGE FOR A STUDENT OF THEIR YEAR GROUP IN ANY GIVEN SUBJECT. PERFORMANCE INDICATORS FOR A GRADE 1 MAY INCLUDE BEING ABLE TO:
Write answers that are: of very limited validity; have little organisational structure; use a limited command of vocabulary and little awareness of grammatical structure and correct notation; and will contain very significant lapses in accuracy and clarity. Show very little evidence of research and very little competence in basic investigative and problem solving techniques. Speak mostly hesitantly and unclearly and use a very limited range of language. Demonstrate no creativity. Make only very superficial comments on written texts, images, performance and data and not be able to reach a conclusion. Use technology only inadequately and with no effect on their work. 6
2.3 Attitude to Learning Grades (ATL) IN ADDITION, ON YOUR CHILD’S TERMLY REPORT WE WILL ALSO REPORT ON HIS/HER ATTITUDE TO LEARNING (ATL GRADE). THIS IS AN INTERNAL GRADING SYSTEM FROM 1-4, WITH 1 BEING THE HIGHEST AND 4 BEING THE LOWEST. PLEASE NOTE THE FOLLOWING:
These grades are to be used across all year groups in the senior school. When awarding grades teachers will use these criteria to assess your child's ATL over the term (and the year in the final report). Students may not have met every single criterion for each grade, but teachers will award the grade that most accurately describes your child when taken as a whole. Grade 1 A STUDENT AT NLCS JEJU BEING AWARDED A GRADE 1 ATL WILL:
Display enthusiasm and excitement for learning and participate fully in all activities. Show a tenacious approach to their learning. Extend tasks, pursuing their own interests. Be an autonomous learner and also work constructively with peers. Take risks with their learning, trying out different approaches and ideas and showing courage in asking difficult questions and dealing with uncertainty. Complete work to the very best of the their ability and always meet deadlines. Be thoroughly prepared and punctual for all lessons and activities.
Grade 2 A STUDENT AT NLCS JEJU BEING AWARDED A GRADE 2 ATL WILL:
Be engaged, motivated and generally enthusiastic about their learning. Participate well in their learning. Be constructive and positive in group work and show signs of becoming an autonomous learner. Make a good effort to fulfill all the requirements of work set in a conscientious manner and will meet deadlines. Ask questions to further their own learning and take the initiative in seeking assistance and advice from the teacher. Be punctual and bring the correct equipment/books/kit to lessons.
Grade 3 A STUDENT AT NLCS JEJU BEING AWARDED A GRADE 3 ATL WILL:
Sometimes be disengaged from the learning process and demonstrate a lack of motivation in class and in their homework assignments. Do the minimum required in their work and sometimes fail to meet the expected standard. Rarely ask questions and have minimal participation in class. Show limited interest in improving their learning and not always take the initiative in asking for assistance and advice. Work well only under some supervision. Not always meet deadlines. Sometimes come to class without the correct equipment/kit/books. Grade 4 A STUDENT AT NLCS JEJU BEING AWARDED A GRADE 4 ATL WILL:
Be disengaged from their learning, showing no interest in the subject. Show no interest in improving understanding. Never seek assistance or advice from the teacher and may be reluctant to take advice when it is given. Produce work that is frequently below the expected standard and the comments made by teachers and targets set are generally ignored. Not participate constructively in lessons and require close or constant supervision. Sometimes be disruptive. Often be late to lessons and/or without the appropriate equipment/kit/books. 8
2.4 IGCSE During Years 10 and 11, your child will study IGCSEs.They will sit their external exams at the end of Year 11 and receive their results in August. Currently, IGCSE exams are graded on a numeric scale from A*-G. Most students at NLCS Jeju attain grades A* or A. During, these years we will still report home using our internal scale (the NLCS Jeju level).
2.5 IB During Years 12 and 13, your child will study for the International Baccalaureate (IB). They will sit their external exams at the end of Year 13 and receive their results in July. IB exams are graded on a numeric scale from 7-1. Most students at NLCS Jeju attain grades 7 or 6. During these years we will still report home using the NLCS Jeju level.
2.6 Guide Grades and Predicted Grades In addition, in order to help students consider their university courses, we will also provide an ‘IB Guide Grade’ at the end of Year 12, which will be based on the IB points system. This grade will not be part of the report sent home to you that term. In mid-September of year 13 we request IB Predicted Grades from subject teachers based on work covered since the start of the programme and likely future performance based on each student’s Attitude to Learning. Again, these will not form part of your child’s report.
2.7 Transcript Grades Many international universities require schools to provide them with Transcript Grades from Years 10-13. These are end of year grades from each of the relevant years. The Transcript Grade will be an NLCS Jeju level. Some also require an Interim Transcript Grade in Year 13 and we will use your child’s report grades from their Term Two Report.
2.8 Mock Examinations During January,Years 11 and 13 sit mock examinations for IGCSE and IB respectively. The grade they achieve for this exam will form part of the judgment teachers will make when deciding on the grade for their Term Two Report, as the exams took place within this reporting period. The internal exam results will not have a significant impact on the end of year Transcript Grade, as this grade will be based on all the work covered over this academic year.
3. REPORTS 3.1 How and when we report Your child will receive a report each term. The dates vary depending on the year group as we have structured the reporting periods around the needs of each year group. Please see Key Dates Section at the end of this document for more detail on when your child will receive his/her reports. You can also find them in the termly paper calendar or on the calendar in the website. After our review last year that so many of you contributed to, we are delighted to announce our “new look” reports, which we hope you will find informative and easy to use. An exemplar is attached at the end of this document. As usual, you will be able to access your child’s report on the parent portal. However, this term we are trialling sending your child home with a printed report. Therefore, if your child is in Years 10-13, please look out for their report when they come home for October half term. And, if your child in in Years 7-9, their report will come home with them at Christmas. We will be contacting parents in January for comments on the new system, so do give us feedback then.
3.2 Different types of report Report Name Grade Report
HM/Tutor Report
Subject Report
Contents • Attainment Grades and Attitude to Learning Grades for each subject • Attainment Grades and Attitude to Learning Grades for each subject • A comment from your child’s Tutor and House Master/Mistress
• Attainment Grades and Attitude to Learning Grades for each subject • A comment and target from each of your child’s Subject Teachers
3.3 Open Houses Your child will have two Open Houses per year. These events are great opportunities for you to meet with your child’s teachers and discuss how they are getting on.You can book a 5 minute appointment with each teacher through the parent portal on Engage. It is advisable to bring along with you your child’s most recent report so you have a copy of their grades in front of you whilst you speak with their teachers. Please see Section 5 for dates and times.
3.4 Transcripts As stated above, many international universities require Transcript Grades. Our Universities Team will create a Transcript for your child as part of their application process which contains all of their end of year grades from Year 10 onwards. 10
3.5 Your Role as Parents Research has shown that parental engagement in their child’s education is one of the key factors in promoting academic success. Reading your child’s report with him or her is a great way of doing this. It gives you an opportunity to congratulate them on their successes and give support to them in areas where they are not as strong. Ask them questions about their learning; what do they find easy; what do they find hard; what are they most proud of at school etc. Your child will have spent time during tutor time before reports go home reflecting on their achievements, so they should be able to have a meaningful discussion with you about their learning. In addition, if you have any concerns about any of the grades/comments in any of your child’s reports, please do not hesitate to contact your child’s House Master/Mistress or Tutor or Subject Teacher. 11
4. SUMMARY OF KEY DATES YEAR GROUP
YEAR
7 YEAR
8 YEAR
9 YEAR
10 YEAR
11 YEAR
12 YEAR
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TERM 1 REPORT
TERM 2 REPORT
TERM 3 REPORT
14th Dec
31 Mar
20 Jun
Subject
HM/Tutor report
Grade
14th Dec
31 Mar
20 Jun
Subject
HM/Tutor report
Grade
14th Dec
31 Mar
20 Jun
Subject
HM/Tutor report
Grade
21 Oct
31 Mar
26 May
Grade
Subject
HM/Tutor report Transcript
21 Oct
10th Feb
26 May
Grade
HM/Tutor report
Grade Transcript
21 Oct
31 Mar
26 May
Grade
Subject
HM/Tutor report Transcript
21 Oct
10th Feb
26 May
HM/Tutor report
Grade
Subject
Transcript
OPEN HOUSE-1
OPEN HOUSE-2
INTERNAL EXAM DATES
Wed 11 Jan 5.30p.m. - 8.00p.m
Thurs 20 April 5.30p.m. - 8.00p.m
15-19 May
Term 1 Report
Term 2 Report
Tues 17 Jan 5.30p.m. - 8.00p.m
Wed 19th April 5.30p.m. - 8.00p.m
Term 1 Report
Term 2 Report
Thurs 2nd Feb 5.30p.m. - 8.00p.m
Tues 2 May 5.30p.m. - 8.00p.m
Term 1 Report
Term 2 Report
Thu 24 Nov 5.30p.m. - 8.00p.m
Weds 7 June 5.30p.m. - 8.00p.m
Term 1 Report
Term 3 Report
Tues 15th Nov 5.30p.m. - 8.00p.m
Sat 4th Feb 9.30a.m. - 12.00p.m.
Term 1 Report
Term 2 Report
Sat 26 Nov 9.30a.m. – 12.00p.m.
Tues 13 Jun 5.30p.m. -8.00p.m
Term 1 Report
Term 3 Report
Wed 9 Nov 5.30p.m. -8.00p.m
N /A
15-19 May
15-19 May
24-28 April
4-10 Jan
24-28 April
4-10 Jan
Term 1 Report
YEAR GROUP INFORMATION DAYS KEY
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10 & 12
25th November
11 & 9
3rd Feb
7&8
20th April
Grade report
Subject report
HM/Tutor report
5. HOW TO USE YOUR CHILD’S REPORT The title here will inform you what type of report it is. Please note: Grade Report
This will be a one page report similar to this one with grades only
Subject Report
This report will contain a front page like this one and then will have further pages with specific comments from your child’s subject teachers
HM/Tutor Report
This report will also contain a front page like this one and will have a further page with comments from your child’s House Master/Mistress and Tutor
You can find the names of your child’s key teachers here, which will be helpful if you need to contact anyone about your child’s report
We have introduced colour coding this year so you can easily compare grades across the year. The colour coding will be included in the reports for Term 2 and Term 3. The key works as follows: Green grade improved Orange grade maintained Pink grade worsened
Each report will contain grades for each of your child’s subjects here and from Term 2 onwards will contain your child’s previous grades for comparison purposes.
The definitions for Attitude to Learning and Attainment are included at the bottom of the report in English. For translation in Korean and Mandarin, please refer to the relevant section of the booklet.
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本指南有两个目的:
1. 确保家长明白北伦敦国际学校济州分校如何评价学生 2. 解释我们如何报告每位孩子在不同年级的学习情况和进展
北伦敦国际学校济州分校学生 评价及报告
1. 评价 1.1 评价的目的 评价本身并不是目的；其主要目的在于发现您的孩子已经掌握的知识和技能，及确定孩子下 一步的发展方向，支持孩子的学习。 通过准确持续评价学生和记录关键信息，老师： 清晰了解每位学生的技能、 知识、 理解能力和学习方式； 发现每位学生的优势及确定其未来的优先学习领域； 为每位学生制定适合的课程； 确定每位学生的 “下一步” 发展，并作为学习目标明确下来； 明确学生在单一课程或系列课程中取得的成就； 评价每个学生的学习进度； 针对每位学生的教学策略进行评价和提高； 在适当的情况下，支持学生进行自我学习监督； 发现、 祝贺及分享成就。
1.2 我们如何评价您的孩子 第一点需要注意的是，孩子的成绩并不总是线性的。 因此作为老师，我们并不只是通过一次测 试，而是根据孩子一段时间的表现来进行评价。 在北伦敦国际学校济州分校，评价孩子的方式多种多样，主要分为以下3种： 日常评价 – 老师在每堂课对您孩子的学习进行的非正式评价。 阶段性评价 – 在每个主题/学期结束时进行的更为正式的评价。 过渡性评价 – 在每年结束时通过学校内部考试或外部考试（IGCSE 或IB）进行的非常正式的评价。 具体来说，老师会通过以下方式对您孩子的学习进行评价： 观察评估 – 老师观察孩子对学习活动和非结构化情景的反应； 动态评价 – 老师观察孩子在学习一项任务时的反应； 询问- 这使得老师对您孩子的理解程度做出判断； 标准参照评价-根据技能清单或知识要点评估孩子的成就； 正式评价 - 要求孩子完成测试或布置反映孩子知识或学习方式的任务； 对书面作业进行评分和检查(论文、 项目、 创意写作、 报告) ; 学习某项主题内容之前、 之后的思维发展 ; 班级老师进行的测试。 16
1.3 老师如何利用这些评价 在北伦敦国际学校济州分校我们用这些评价来帮助您的孩子获得充分发展，并确保他们在IGCSE和IB这些外 部考试中取得优异成绩。 此外，我们老师还用这些评价进行 : 保证您的孩子从事具有一定挑战性和参与性的任务； 指导学生如何更好地完成一项任务； 在需要时，向孩子提供额外帮助； 评估您孩子的知与不知； 对您孩子进行口头/书面表扬或给予学术加分； 对于一些学科（如英语和数学），这些评价帮助我们保证您的孩子分在适合的班级里。
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2. 等级 2.1 成就等级 在北伦敦国际学校济州分校中学部，我们采用内部评分体系（北伦敦国际学校济州分校标准）正式评价您的 孩子。 等级为7-1，7为最高等级，1为最低等级。 老师在评价学期内的一些考核作业和年终考试（百分比评 分）时采用这一评价等级，并作为成就总结出现在孩子的学年报告中。 请注意： 老师在学生成绩报告所给出的等级，包括年终报告中的学年成就等级，都对应于下面列出的描述性评 价。 这些评价是北伦敦国际学校济州分校用来评价学生学期成就的标准。 等级给分不会基于一次考试，而会包括对一系列测验、 作业、 班级活动、 书面作业、 口头作业和实践活 动进行考核。 在理解这些描述语时，应考虑对该年级学生的合理期望。 如我们不应该期望一个7年级的学生完成的作 业能达到8年级学生的标准，以此类推。 些表现指标清单并不详尽，且并非所有表现指标都适用于每个学科。 学生并不需要在每个学科上的 这 每一个指标都达标才能获得那一等级。 老师给学生的评级会最大程度地准确描述学生的整体表现。
2.2 北伦敦国际学校济州分校等级标准描述 等级7 对于其年级的每一门学科，学生都展现出出色的理解能力和全面的知识。 等级7的表现指标可以包括： 写出的答案：有说服力、 详细； 有逻辑性、 内容连贯； 包含独立分析； 词汇掌握出色； 展现出高水平 的语法准确性和标点符号准确。 进行有效的研究，使用多种调查和解决问题的技巧，效果出色。 作业中持续展现出批判性思维，及对其他不同观点的深刻理解。 在 出的口头答案清晰流畅，术语使用准确。 给 展现出高水平的创造力、 洞察力和独创性。 自信地联系抽象和具体的概念和事实。 书面文本、 图像、 表象和数据等展现出高度发展的分析能力，并得出正当结论。 对 技的使用达到出色的效果。 科
等级 6 对于其年级的每一门学科，学生都展现出很好的理解能力和非常广泛的知识。 等级6的表现指标包括可以：
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出的答案：大部分很有说服力和详细； 大部分有逻辑且连贯； 包含一些独立分析； 词汇掌握很好； 写 展现出很好水平的语法准确性，标点符号准确。 行有效的研究，使用广泛的调查和解决问题的技巧，效果很好。 进 现出很好的批判性思维，以及对其他不同观点的理解。 展 给出的口头答案清晰准确，术语使用一致。 现出很好水平的创造力，偶尔有洞察力和独创性。 在很多情况下，能联系抽象和具体的概念和事实 展 书面文本、 图像、 表象和数据等表现出强大的分析能力，并得出相关结论。 对 练应用科技。 熟
等级 5 对于其年级的每一门学科，学生都展现出不错的理解能力和广泛的知识。 等级5的表现指标包括可以： 写出的答案：考虑周全、含有一些有效分析； 结构有逻辑性、 内容连贯，但并不充分； 词汇掌握良好； 展现出良好的语法准确性和标点符号准确。 表现出研究和调查解决问题的技巧； 一些技巧发展得很好，但并不是所有的。 现出批判性思维，以及对反方观点的理解。 表 头表达大多数清晰流畅，会使用一些术语。 口 展现出创造力、 但无洞察力和独创性。 偶尔能发现抽象和具体的概念和事实之间的关系。 有分析书面文本、 图像、 表象和数据的能力，并能得出结论。 使用科技的程度适当。
等级 4 对于其年级的每一门学科，学生都展现出足够的理解能力和合理的知识，但在知识上 和/或 理解上 有一些差 距。 等级4的表现指标包括可以： 写出的答案：有一些结构，但不够清晰； 可能包含重复或无关材料； 词汇掌握足够； 通常语法准确和 标点符号准确，但包含一些错误。 表现出研究和调查解决问题的技巧，但技巧发展得不好，而且使用上并不总是恰当。 用知识和理解去描述，而不是进行分析或批判性思考。 能 头表达一般清晰流畅，但使用术语有限，有时候可能不清楚或者没有把握。 口 现出一定的创造力。 展 书面文本、 图像、 表象和数据的理解有限，尝试得出结论。 对 使用科技的程度尚可。
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等级 3 对于其年级的每一门学科，学生展现出一定的理解能力和某些知识，但在知识上 和/或 理解上方面有很大差 距。等级3的表现指标包括可以： 写出的答案：偶尔是有效的 和/或 适当的、详细的；有基本结构但在答案中总体不连贯；掌握基本词 汇，对语法准确性和标点符号有一些意识；在准确性和明确性方面有很多错误。 表现出有限的研究和基本的调查和解决问题的技巧。 联系事实或想法，但不能进行批判性思考。 能 头表达迟疑和有时不清楚，只会用一些术语。 口 现出有限的创造力。 展 书面文本、图像、表象和数据的理解十分有限，尝试得出结论，尽管结论并不总是正确。 对 用科技程度有限。 使 等级 2 对于其年级的每一门学科，学生展现出粗浅的理解能力和部分的知识，但在知识和/或理解方面有巨大差 距。等级2的表现指标包括可以： 出的答案：有效性通常有限；使用一些结构；表达能力有限；词汇掌握有限，且语法准确性和标点 写 符号准确意识少；在准确性和明确性方面有大量错误。 表现出非常有限的研究技巧、非常有限的基本的调查和解决问题的技巧。 只能以有限的方式联系事实或想法，不能进行批判性思考。 口头表达迟疑，通常不清楚，使用语言有限。 偶尔能展现出很肤浅的创造力。 能书面文本、图像、表象和数据做出评论，但不能得出结论。 使用科技不足，对作业效果很少。 等级 1 对于其年级的每一门学科，学生展现出肤浅的理解能力和零星的知识。等级1的表现指标包括可以： 出的答案：有效性非常有限；很少的组织结构；词汇掌握有限，且语法结构和正确使用标点符号的 写 意识很少；在准确性和明确性方面有很多大量错误。 现出很少的研究、调查和解决问题的技巧。 表 头表达大多数迟疑不清楚，使用语言非常有限。 口 有创造力。 没 能对书面文本、图像、表象和数据做出肤浅评论，且不能得出结论。 只 用科技不足，对作业毫无效果。 使
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2.3 学习态度等级 此外，在您孩子的学期报告中，我们还会报告孩子的学习态度（学习态度等级）。这是一个1-4的内部评级 体系，1为最高等级，4为最低等级。请注意以下几点： 学部所有年级都采用这些等级标准。 中 奖励等级时，老师会采用这些标准来评价学生整个学期以及年终报告中的全学年的学习态度。 在 生无需达到每个等级的每一个标准，但老师给予的等级将尽可能准确的描述学生的整体表现。 学
等级 1 在北伦敦国际学校济州分校获得学习态度等级1的学生会： 学习热情兴奋，全面参与所有活动 对 待学习有韧劲 对 展任务，追求自己的兴趣 拓 自主学习者，也能与同龄人一起进行有效合作 是 习上愿意冒风险，尝试不同的方式和想法，有勇气提出困难的问题和应对不确定性 学 是尽自己最大的努力完成作业，总能按时完成 总 所有课程和活动都准备充分并准时参加 对
等级 2 在北伦敦国际学校济州岛分校获得学习态度等级2的学生会： 与度高、有积极性，总体对学习有热情 参 好地参加学习 很 组作业表现积极主动、发挥建设性作用，有成为自主学习者的迹象 小 觉地努力完成作业的所有要求，而且能按时完成 自 学习上能主动提问，主动向老师寻求帮助和建议 在 时上课，携带正确的器具/课本/工具 准
等级 3 在北伦敦国际学校济州岛分校获得学习态度等级3的学生会： 时在学习过程中会走神，在课堂和完成作业方面缺乏动力 有 能完成最基本的作业（老师会布置基本作业和扩展作业），有时达不到老师的期望标准 只 乎不问问题，课程参与最少 几 有兴趣去提高学习，并不总是主动寻求帮助和建议 没 有在一些监督下才好好学习 只 不总是按时完成作业 并 时带到课堂上的器具/工具/课本不正确 有 等级 4 在北伦敦国际学校济州分校获得学习态度等级4的学生会： 习分神，对学科不感兴趣 学 提高理解能力不感兴趣 对 不向老师寻求帮助或建议，有时不愿意接受别人的意见 从 成的作业经常低于期望标准，老师的评语及设定的目标通常被无视 完 加课堂不积极，需要密切或持续的监督 参 时会扰乱课堂 有 常上课迟到，和/或 带不合适的器具/工具/课本到教室 经 22
2.4 IGCSE 在10 和11年级，您的孩子会学习IGCSE课程。他们将在11年级结束时参加外部考试，并于8月份获知考试 结果。目前，IGCSE考试的评分等级为A*-G。北伦敦国际学校济州分校大多数学生能取得等级 A* 或A。在 这两个年级，我们的报告仍会采用内部等级标准（北伦敦国际学校济州分校标准）。
2.5 IB 在12和13年级，您的孩子会学习IB课程。他们将在13年级结束时参加外部考试，并于7月份获知考试结 果。IB考试的评分等级为7-1。北伦敦国际学校济州分校大多数学生能取得等级 7 或6。在这两个年级，我 们的报告仍会采用北伦敦国际学校济州岛分标准。
2.6 指南等级和预测等级 此外，为了帮助学生考虑他们的大学课程，我们还在12年级结束时提供一份基于IB分数体系的“IB指南等 级”。该等级不会出现在您在12年级学期末收到的报告中。 在13年级的9月中旬，我们会要求学科老师根据每位学生 IB 学习开始以来的任务执行情况、学习态度以及 后续IB 学习的预计表现，来预估学生的IB分数 。同样，这个预估的分数也不会出现在您孩子的报告中。
2.7 学生成绩单 世界许多大学都要求学校提交10-13年级的学生成绩单。学生成绩单上的成绩是每学年结束时的学年成 绩。成绩单上的评分等级也将是北伦敦国际学校济州分校标准。一些学校会要求提供13年级的年中成绩 单，我们会使用孩子第二学期的成绩报告。
2.8 模拟考试 1月份，11年级和13年级的学生会分别参加IGCSE和IB模拟考试。因为模拟考试发生在第二学期，因此老师 在决定学生第二学期的成绩等级时会参考此次模考的成绩。这次内部考试的结果对年终成绩单的评分影响 不大，因为年终成绩是由孩子整个学年的所有任务完成情况来决定的。
3. 报告 3.1 如何报告以及报告日期 每个学期您的孩子都会收到一份报告。日期取决于每个年级相应的报告周期。请参照本文档结尾处的关键 日期部分，获取关于您孩子收到报告的日期细节。在学期纸质日历或网站日历中也可以找到这一信息。 去年我们重新审查了报告系统，也听取了家长们的很多宝贵意见。现在我们很高兴地宣布我们的新报告版 本，希望对您来说这一新版本信息丰富、使用简单。报告范例附在文档结尾处。 和通常一样，您能在ENGAGE家长登录端获得孩子的报告。同时，这学期我们尝试让孩子带回家一份纸质 报告。如果您的孩子在上10-13年级，请在10月份期中孩子回家时查看孩子的报告。如果您的孩子在上7-9 年级，您在圣诞节孩子放假回家时就可以拿到报告了。我们将在1月份联系家长，听取您对新系统的评论。 所以，请那时候给我们一些反馈。
3.2 不同类型的报告 每年您的孩子都会收到以下3种类型的报告：
报告名字 等级报告 舍监/指导老师报告
学科报告
内
容
•每个学科的成就评分等级和学习态度评分等级 • 每个学科的成就评分等级和学习态度评分等级 • 孩子舍监和指导老师的评语 • 每个学科的成就评分等级和学习态度评分等级 • 孩子每位学科老师的评语和学习目标
3.3 开放参观日 每年您的孩子有两个开放参观日。这些活动为您与孩子老师见面讨论孩子的情况提供了很好的机会。您可 以通过ENGAGE 的家长端来预约，在开放日当天与孩子的每位老师进行5分钟的一对一见面。建议您带上 孩子的最新学习报告，以便您在和孩子老师谈话时手边有孩子的成绩单做参考。请参照下面的第5部分获取 开放日的日期和时间。
3.4 成绩单 正如上面所述，世界很多大学都要求学生成绩单。 我们的大学团队会向您的孩子提供一份他／她的成绩 单，里面将包含其从10年级以来的年终成绩，用来申请大学。 24
3.5 您作为家长的角色 研究表明，家长参与孩子的教育对于促进孩子学业成功至关重要。与孩子一起读取他/她的学习报告是一个 不错的方式。您可以借此机会祝贺孩子取得的成绩，支持孩子提高弱势领域，问问孩子的学习情况，哪些 部分容易，哪些部分困难，还有他们在学校最骄傲的事情等等。在您收到反映孩子成就的成绩单之前，孩 子就已经跟指导教师进行过谈话了。所以他们应该能跟您有意义地谈论他们的学习情况。 此外，如果您对孩子报告中的任何等级/评论有任何的担忧，请不要犹豫联系孩子的舍监或指导教师。
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4. 关键日期总结 年级
1学期 报告
2学期 报告
3学期 报告
开放参观日 1*
开放参观日 2*
12月14日
3月 31日
6月 20日
周三 1月11日 晚上5.30 -8.00
周四4月 20 日 晚上5.30 -8.00
学科
报告
等级
学期1 报告
学期 2 报告
12月14日
3月 31日
6月 20日
周二1月 17 日 晚上5.30 -8.00
周三4月19日 晚上5.30 -8.00
7 年级
舍监/指导教师
8 年级
舍监/指导教师
学科
12月 14日
9 年级
报告
等级
学期1 报告
学期2 报告
3月 31日
6月 20日
周四 2月 2日 晚上5.30 -8.00
周二5月 2 日 晚上5.30 -8.00
报告
等级
学期 1 报告
学期 2 报告
3月 31日
5月 26日
舍监/指导教师
学科
10月 21日
10 年级
等级
学科
10月 21日
2月 10日
5月 26日
舍监/指导教师
等级
11 年级
等级
10月 21日
13 年级
告成绩单
成绩单
3月 31日
5月 26日
等级
学科
10月 21日
2月 10日
舍监/指导教师报 告成绩单
周三11月9 日晚 上5.30 -8.00
成绩单
学期 1 报告
报告
5月 15-19日
5月 15-19日
4月 24-28日
1月 4-10日
学期 2 报告
周六 11月 26日 周二6月 13 日 上午9.30 －12.00 晚上5.30 -8.00 学期 1 报告
5月 15-19日
学期 3 报告
周二11月 15日 周六2月4 日 晚上5.30 -8.00 上午9.30 －12.00
5月 26日
舍监/指导教师
等级
学期1 报告
学期 1 报告
报告
12 年级
舍监/指导教师报
周四 11月 24 日 周三6月 7 日 晚上5.30 -8.00 晚上5.30 -8.00
内部考试
4月 24-28日
学期 3 报告
不适用
1月 4-10日
* 我们建议您来参加开放日活动时携带下面标注的报告。
各年级信息日
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关键
10, 12 年级
11月 25日
11, 9 年级
2月 3日
7, 8 年级
4月 20日
等级报告
学科报告
舍监/指导教师 报告
5.
关键日期总结
该标题告知您这是什么类型的报告。请注意: 等级报告
与该报告相似，等级报告只有一页，只有等级。
学科报告
学科报告的首页与该报告类似，接下来几页是您孩子学科老师的具体评语
舍监/指导老师报告
舍监/指导老师报告的首页与该报告类似，接下来一页是您孩子舍监／指导老师的评语
如您需要就孩子的报告联系老师，在此 可以找到您孩子关键老师的姓名
今年我们采用了彩色编码，方便您比 较孩子不同年级的得分等级。学期2和 学期3会使用彩色编码。
关键内容如下： 绿色 –等级提高 橙色 –等级不变 粉色 – 等级下降
每份报告都包含了您孩子每门学科的评 分。第二学期起的报告将包含前期的报 告，以供对比。
第一学期和第二学期的评分反映的是学期成绩，第三学期的评分反映的是全年成绩。 •学习态度：该等级反映的是您孩子的学习意愿，包括孩子在学校和家里做出的努力及学习态度。 •成
就： 该 等级代表的是您孩子在每一学科取得的成就，基于孩子所有的课堂作业、家庭作业、考试或测 验的表现。
请参考我们的《评价与报告家长指南》获取更多关于每一等级内涵的细节。
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