原创以诸子百家开启三米中华文化历史长卷

云上学习的日子已经持续了大半个学期，尚德融小的学生在体验了极具趣味性、相关性、挑战性和重要性的云上系列课程后，也终于迎来了令人期待的云上阶段性评估的日子。

我们精心设计一系列整体化评估，以一种自然真实、明确具体且多样化的方式考察、记录和测评学习。对学生在这一阶段学习中的知识、技能和概念性理解进行评估。为学习者、学习与教学以及学习社区提供尽可能多的学习证据，以证实和报告学习进展，并提供分析、反思及进一步行动的机会。

评估是一种支持终身学习的强有力的工具。在设计评估任务时，我们既考虑了评估的功能性，同时也关注到学生的身心康乐，以确保在评估的过程中，促进学生积极的能动性和自我效能。

Online Learning has been going on for the better part of a semester. After experiencing a series of engaging, relevant, challenging, and important courses, students have finally ushered in the anticipated day of the online assessment.

We carefully designed a series of holistic assessments and measured learning in a natural, realistic, specific, and diverse manner. Assess students' knowledge, skills, and conceptual understanding during this phase of learning. Provide learners, learning and teaching, and learning communities with as much evidence of learning as possible to validate and report on learning progress, and to provide opportunities for analysis, reflection, and further action.

Assessment is a powerful tool in support of lifelong learning. We consider both the functional aspects of the assessment and the students' physical and mental well-being while ensuring that the assessment process promotes students' positive motivation and self-efficacy.

超学科背景：我们是谁

评估成果：中华传统经典文学历史长卷

评估任务时长：5课时

评估任务说明：依托“中华传统经典文学”系列课程的学习中获得的知识和信息，综合运用这一阶段习得的各项技能，图文并茂地绘制中华传统经典文学历史长卷，展示自己对“中华传统文化”的概念性理解。

评估任务目标：

（1）演绎变化

（2）展示功能

（3）体现责任

五年级的学生积极热情地参与此次评估活动。在评估过程中，学生充分运用本系列课程探究过程中相关ATL学习方法，以保证评估活动的顺利及按时推进。教师通过观察、提问、讨论等评估策略来考察学习、记录学习。评估的最后阶段，教师收集与分析了学生作品，并对其中涉及到的语言学习分支的具体成果进行测评；同时对学生作品是否能展示对“中华传统文化”的概念性理解进行了分析与评估。

通过评估，学生回顾和反思了自己掌握的知识、概念性理解和技能。在此过程中，学生积极开展自我评估，并逐渐发展为自我考察者，最终努力成为自我调整者。通过评估，我们收集了本系列课程学习的证据，为这一阶段的学与教提供了反思的机会，也为下一步的学习与教学提供了信息。

Transdisciplinary background: Who we are

Assessment:A long history of classic Chinese literature

Assessment duration: 5 periods

Assessment description: Based on the knowledge and information obtained in the course of "traditional Chinese classic literature", in this stage, I will draw the historical volume of traditional Chinese classic literature with pictures and pictures to demonstrate my conceptual understanding of "traditional Chinese culture".

Assessment objectives:

(1)Deductive change

(2)Display function

(3)Demonstrate responsibility

Grade 5 students actively and enthusiastically participated in the evaluation. Students made full use of the relevant ATL learning methods in the exploration process in the evaluation process. Teachers examine and record learning through observation, questioning, discussion, and other evaluation strategies. At the last stage of the assessment, the teacher collected and analyzed the students' works and evaluated the specific results of the language learning branches involved. At the same time, it analyzes and evaluates whether the students' work can demonstrate their conceptual understanding of "traditional Chinese culture."

Through the assessment, students review and reflect on their knowledge, conceptual understanding, and skills. In this process, the students actively carry out self-assessment, and gradually develop into a self-investigator, and finally strive to become a self-adjuster. Through the evaluation, we collected the evidence of learning in this series of courses, which provides an opportunity for reflection on learning and teaching at this stage and provides information for further learning and teaching.

向右滑动查看全图

向右滑动查看全图

向右滑动查看全图

向右滑动查看全图

向右滑动查看全图

融小学生手作历史长卷视频

在建立共享的评估文化方面，融合部小学课程协调员与学科负责人为学习者社区内的成员们创造协作的机会。通过协作，我们制定全面的评估政策，设计有效的评估活动，设置具体的评估计划。学习者社区内的所有成员都形成对评估的共同理解，为学习和教学做出强有力的贡献。

Building a shared assessment culture,the coordinator, and the subject leader created collaborative opportunities for members in the learning community. Through collaboration,we designed comprehensive assessment policies and effective assessment activities.All members of the community have made a strong contribution to learning and teaching.

多样化语文评估活动

各年级语文评估活动依托“语言的魅力”课程、超学科主题背景、概念和学习方法，设计了多样的语文评估活动。在多样化的评估活动中，学生基于概念进行探究，依据任务进程有选择性地运用恰当的学习方法，表达对知识及超学科主题的概念化理解。

Each grade has designed various Chinese assessment activities based on the"charm of language"courses and the background of Transdisciplinary themes.During the various assessment activities,students can learn Transdisciplinary themes more deeply.

PBL项目式数学评估

各年级以不同的驱动性问题为起点，分别开展了“智慧小盒”、“疫情开学准备指南”、“棋盘游戏”、“漫谈小数”、“创意学具”项目。本次评估以学生为中心，项目为载体，发现数学世界与现实生活的关联，发展数学核心素养。

Each grade respectively, carried out the different activities.Such as,"smart box","board game"or"creative learning tools"projects.This assessment is student-centered,and the project as a carrier aimed to discover the connection between the mathematical world and real life.

明确具体的英语评估

我们重点评估了学生的英语语言能力：听、读、写、说。考虑到线上学习的模式，我们在原有评分标准的基础上进行了微调。学生分别完成了口头语言和书面语言这两项独立的评估，并获得了两个评估等级。

We assessed students for the main keys skills of English Language: listening, reading and writing, and speaking. We formatted the test as it would usually be but with some small allowances for it to be digitally friendly. The students received two grades, using the new grading scale introduced at the end of last semester. They were graded separately for their oral speaking and their written paper.

云上学习，在评估中欣喜看到少年的成长；

回归校园，带着自信与从容一路向前。