Data-driven Improvement 数据何以驱动教学进步-国际教育网

Data-driven Improvement 数据何以驱动教学进步

2022-05-05

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Data-driven Improvement

At ISASC we aspire to provide an excellent education for our learners as leaders of international education. Let us break down what this means and how we are providing this.

爱莎科学城学校致力于成为国际教育领航者，为每一位学习者提供卓越的教育资源。这篇文章将通过“学生数据”的角度，帮助您更好了解学校如何运用数据的力量，为学生提供更优质的教学。

Education is defined as generating a permanent change in how we do something or in what we know. What we would like to regard as an improvement which we can see this as a journey. For every journey, you need to know at the start two things; where we are starting and where we are going. During the journey you need to know how far you have travelled, what you need to do to keep going and when you have arrived.

教育是指以影响人的身心发展为直接目的的社会活动，其对于人的做事方式和知识能力可产生深远的影响。我们也可以把教育比作是“改造的旅程“。对于每个旅程，你需要在开始时知道两件事：从哪里来，到哪里去。在旅途中，你需要知道你已经走了多远，你需要做什么以继续前行，以及你将于何时到达目的地。

Let us look at this analogy now in terms of education. You need to be able to judge what is the state or level of your learning at the start and what you want to achieve. During the process, how much have you learned and what do you need to do to continue your learning?

让我们现在从教育的角度来揣摩这个比喻。你需要能够判断你在学习开始时的状态或水平如何，以及你想达到什么目的，你在这个过程中习得并掌握了多少知识，以及如何才能够得到进一步提升？

At ISASC, one fixed reference point in this process is where we want to take our students. We know what excellent education is and we use the framework of the IB MYP to provide this. However, our students all come from diverse backgrounds, all learn at different rates and have unique needs when learning and may require different guidance.

在爱莎科学城学校，教师在教学开始前会设定好“目的地”，也就是对学生的目标，而这个目的地也作为参考点帮助教师在教学过程中如何更有效地带领学生顺利抵达。在中学阶段，学校采用IB MYP (国际文凭中学项目)框架为学生提供优质的教学资源。然而，学校汇集了来自世界各地，有着不同背景的学生，而每一位学生都有着不同的学习效率、学习需求，这也要求学校需要针对每个学生进行个性化的指导。

This is where data plays a leading role. We gather data from our students at various points. We use screening assessments, external diagnostic tests such as CEM, for general levels of English and Mathematics. We also use KEP and PET tests for more specific English levels and internal standardised MYP (Middle Years Programme) scores. Appropriate data is always shared with students and their parents via SchoolBox and our Semester Reports, to allow our students to take charge of their learning, with supports. These data points allow us to know where to start students, how to direct how they are learning and what we need to do to improve their individual progress.

这里不得不提数据的主导作用：针对学生的不同阶段，教师都将进行数据的收集。我们使用筛选评估、外部诊断测试，如CEM，以了解学生对英语和数学等学科的掌握程度，借助KEP和PET测试更细致地检测学生的英语水平，同时结合内部标准化的MYP分数，全面评估学生学业能力。这些信息汇总后的数据最终将连同学期报告，通过SchoolBox(科学城学校的内部线上教学系统)与家长共享，这种公开的信息共享模式有助于家校间的合作，共同帮助学生在下一阶段提升学习能力。同时，长期收集而来的数据也将为教师的教学提供更进一步的指导思路：通过怎样的切入点培养学生，如何指导学生学习，以及需要做什么来帮助学生取得进步。

Formative Assessing and Summative Assessing

形成性评估和总结性评估

This meets our requirements for students, but we want to be leaders in international education, so we need to do more. We use how our students are progressing, the data we collect, to adjust and adapt our courses to best meet the needs of learners. This allows ISASC to constantly improve and make our teaching and learning experiences the most effective for our cohorts, and so meet our aspiration to be true leaders in international education.

再让我们把视线看向“目的地”，即我们为学生设立的目标，持续不断地收集学生数据是教师为了帮助学生更顺利抵达目的地的意义，这也是学校希望成为国际教育领航者的要求。学生前进的每一步，也能够帮助学校进一步调整和完善课程，以适应并满足更多学习者的不同需求，带动整个校园的进步，逐渐形成最切合学校理念的高效教学法，助力学校成为国际教育真正领导者。