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OECIS DP Assessment Policy
OECIS评估政策
The OECIS DP Assessment Policy shall be read and understood by all the students in the programme, their parents/guardians, teachers, school community members and OEC board.
所有在国际学校国际文凭大学预科段就读的学生、家长、教师、学校社区成员以及书院理事都应该详细阅读并理解此项评估政策。
[Section One]
Philosophies and Principles in DP Assessment
大学预科项目的评估理念和原则
1.1 Philosophies and principles/指导考核的理念和原则
Integral to OECIS mission statement is the need to have each student inspired and supported to reach their full ethical, intellectual and physical potential. These principles, as reflected in the IB mission statement and learner profile are reflected in this policy. /国际学校使命宣言强调需要激励、支持每位学生充分发掘其身体和智力方面的潜能。这些原则，在国际文凭使命宣言和培养者目标中都有所体现，在本政策中也有体现。
“We are committed to challenging and inspiring each child to reach his or her ethical, intellectual and physical potential to become life-long learners with international mindedness through a cross-cultural, stimulating, and fully integrated curriculum that is internationally based within a respectful, reflective and creative learning environment.”
我们致力于营造充满尊重、反思且富含创造力的国际化学习氛围，通过创设融汇东西文化精粹且能激发求知欲的完整课程体系，来挑战和激励每位学生，充分挖掘其美德、智力、身体方面的潜能，助其成为具有国际情怀的终身学习者。” (OECIS Mission Statement, 2019)
The IB approach to assessment is that learning, teaching and assessment should effectively inform and support one another. The IB vision is that students will benefit from a holistic assessment experience throughout their IB education, and that their sense of self-efficacy and agency are enhanced in the process. (IBO, 2021) /在IB的总体课程框架内，教、学、考三者应当相互成为有机的互补。在IB的总体课程框架内，IBO的愿景是希望学生能够在IB教育体制内被给予一个全面均衡的评估模式，在此模式下，学生的自我效能及学生作为学习主体的效果才能够得以被推进和加强。(IBO, 2021)
1.1.1 Assessment for Learning /评估旨在促进学生的学习
Assessment plays a crucial role in supporting learning as well as in measuring learning. In the Diploma Programme (DP), assessment is intended to support curricular goals and to encourage appropriate student learning. Schools must analyse assessment data to inform teaching and learning. (IBO, 2015) /学校须认识到各类评估在助力学生学习以及衡量学生学习方面扮演了非常重要的作用。在IB大学预科项目中，一切评估的目的旨在契合IB与学校的课程的相关目标以及 促进和鼓励学生的学习。学校同样须认识到对评估结果的分析处理必定是用于帮助教师去改进教学和帮助学生更好地去学习。(IBO, 2015)
1.1.2 Informed by Assessment /评估旨在促进教师的教学
Diploma Programme (DP) teachers need to understand how formal summative assessment is conducted. Formal summative assessment is defined as assessment directly contributing to the final diploma qualification. (IBO, 2015) / DP全体教职员工须了解学校内的以及IB官方正式的总结性评估是如何开展实施的；并且同时须认识到IB全球统考对于学生取得大学预科项目文凭的关键意义。(IBO, 2015)
Teachers have a responsibility to design and provide ongoing formative assessment that informs students about their learning. Formative assessment also enables teachers to address the needs of individual learners in their lesson planning and design of learning activities. (IBO, 2015) / DP全体教职员工有责任与义务去开展持续的形成性评估以便帮助学生及教师自己去提高学生的学习和自身的教学水平。(IBO, 2015)
It is important to stress that the single most important aim of DP assessment is that it should support curricular goals and encourage appropriate student learning. This is achieved by the DP assessments measuring students’ achievement levels against published criteria that are derived from the course aims and objectives. To be fairly measured students need to understand what the assessment expectations are and these should all be introduced early in the course and be the focus of class and homework activities. The assessment requirements make it clear how summative assessment will be conducted, and how the student will be judged at the end of the course. (IBO, 2015) / 学校须清楚地认识在大学预科项目中评估最重要的目的是去契合IB与学校课程的相关课程评估目标以及去促进和鼓励学生的学习。达到这一目的的唯一途径是要严格地在各类评估之中去完整地契合DP各学科的评估目标。同时学校有责任与义务去尽早并及时地告知学生以上的重要性，而且学生也须同时清楚地知道学校及IB的总结性评估是如何开展实施的以及相关评估的评判标准。(IBO, 2015)
1.1.3 “Quality Assessment in A Digital Age”(IBO, 2019) /在数字化时代重新审视评估。(IBO, 2019)
In OECIS, we are fully aware that technology is increasingly becoming an integrated part of our lives, computers and communication technology have a more and more positive impact on teaching and learning. In this case, the school also understands that the use of technology is driven by the assessment needs, and most of all, a new way to look at assessment in the digital age helps us to focus on making our assessments better, for it provides the opportunity to create more valid assessments and to support our students and teachers to promote their learning and teaching. / 在OECIS，我们早已认识到技术已经融入了我们的生活，计算机和其它相关信息技术的普及正在积极影响着我们的教学和学生的学习。正因如此，学校同时也理解并认同技术在评估中的应用应契合学生对新评估媒介的广泛需求，更重要的是，这使得我们的DP课程能够做出更契合学生新需求的、更能有效帮助学生提高学习的、以及更能帮助教师改善教学的评估。
Therefore, we believe that assessment should account for diversity in learning styles, incorporate different ATT, be applied against the specific list of criteria of each subject, and should be understood by all the students, teachers and parents. /因此我们相信，评估应该考虑到学习风格的不同，采用不同的方法，而不是每一个学科都采用僵化特定的标准。所有学生、教长和教师都应该对此有深入的了解。
This assessment policy is developed in ways that will allow for:/本评估政策是为了：
(a) students to…/学生
demonstrate a broad range of conceptual understanding and skills (reflected in “1.1.1”, “1.1.3”) /展示广泛的概念上的理解和技能（联系到了“1.1.1”, “1.1.3”）；
demonstrate critical thinking abilities (reflected in “1.1.1”, “1.1.3”)/展示批判性思维的能力（联系到了“1.1.1”, “1.1.3”）；
utilize a variety of learning styles and intelligence (reflected in “1.1.1”)/使用不同的学习风格和智能（联系到了“1.1.1”）；
participate in self-assessment (reflected in “1.1.1”)/参与到自我评估中（联系到了“1.1.1”）；
analyze their own learning and perform self-reflection on their strengths and areas for further improvement (reflected in “1.1.1”)/分析他们自己的学习状况，进行在强弱方面的自我反思（联系到了“1.1.1”）。
set goals for their own learning (reflected in “1.1.1”) /为自己的学习设定目标（联系到了“1.1.1”）。
(b) parents/guardians to.../家长/监护人
ü monitor evidences of student learning/收集学生学习的证据；
ü provide opportunities of support to students and teachers /寻找机会，为学生和教师提供支持。
ü cooperate and collaborate more closely with school to improve their kids’ learning/和学校紧密合作和配合来提高孩子的学习。
(c) teachers to…/教师
engage in self-reflection on their own practices of classroom teaching (reflected in “1.1.2”)/在实践中进行自我反思（联系到了“1.1.2”）；
use assessments to inform and improve instruction (reflected in “1.1.2”)/使用评估来进行指导，相关改进教学（联系到了“1.1.2”）；
provide for a wider variety of assessments (reflected in “1.1.2”, “1.1.3”)/提供多种评估（联系到了“1.1.2”, “1.1.3”）；
recognize students’ different learning styles and develop assessments to facilitate differentiated learning, fully engage students of different learning styles to achieve better results. (reflected in “1.1.2”, “1.1.3”)/认识到学生不同的学习风格，对这些不同风格进行评估（联系到了“1.1.2”, “1.1.3”）；
recognize students’ level of English language/subject contents competency and consider these when developing assessments (reflected in “1.1.1”)/承认学生有不同的英语语言能力，在进行评估时充分考虑到此点（联系到了“1.1.1”）；
make students aware in advance of the subject assessment criteria (reflected in “1.1.1”) /在学科评估之前使学生意识到评估细则（联系到了“1.1.1”）；
assess in a context that is meaningful, relevant, consistent, and motivating to students (reflected in “1.1.1”) /使学生在有意义的、相关的、一致性的、积极的情景中进行评估（联系到了“1.1.1”）；
analyze data to identify patterns in student performance and needs (reflected in “1.1.2”) /用学生的表现和需要来对学生学习风格进行数据分析（联系到了“1.1.2”）；
provide timely and clear feedback that is constructive towards future learning (reflected in “1.1.1”, “1.1.2”) /适时地为学生将来的学习提供清晰的、有建设性的反馈（联系到了“1.1.1”, “1.1.2”）；
undertake assessments in accordance with assessment requirements of the IB subject guide (reflected in “1.1.2”) /采取和国际文凭学科大纲评估要求相一致的评估方式（联系到了“1.1.2”）；
maintain detailed assessment records (reflected in “1.1.2”) /保持详细评估记录（联系到了“1.1.2”）。
(d) administration to…/管理者
support teachers to continuously improve their assessment skills /支持教师不断提高评估技能；
provide time for teachers to plan and reflect/为教师计划和反思提供充分时间；
provide training on data analysis /提供数据分析方面的培训；
use student achievement data in goal setting for school and individual students/使用学生的成绩数据来设定学校和个人的目标；
maintain detailed assessment records as basis for further advice, guidance, support and planning for the next-step of programme implementation practice. Students achievement record is also used to provide information to students and parents/guardians in a timely and ongoing manner. /保持详细的评估记录，基于这些信息为下一步的项目发展实践计划提供更多的建议、指导、支持。同时这些记录也为学生和家长/监护人能适时地、持续地提供成长信息。
[Section Two]
Implementation of Assessments in OECIS
OECIS评估开展细则
2.1 The Objectives of Assessment/评估目的
OECIS assesses students in the diploma programme so as to:/学校对大学预科段学生进行评估是为了：
enhance students’ learning (reflected in “1.1.1”, “1.1.3”) /加强学生的学习（联系到了“1.1.1”, “1.1.3”）;
monitor and evaluate students’ progress towards meeting IB diploma programme standards and practices (reflected in “1.1.2”)/监控和评估学生的进展，看其是否按照大学预科项目标准和实践要求进行（联系到了 “1.1.2”）；
provide feedback to students, parents/guardians and other concerned stakeholders (reflected in “1.1.1”, “1.1.2”)/为学生、家长和其他相关人员提供反馈（联系到了“1.1.1”, “1.1.2”）；
gather evidence to support teachers’ reflection on the effectiveness of their teaching (reflected in “1.1.2”)/收集证据，来支持教师在对自己教学进行有效反思（联系到了“1.1.2”）；
inform curriculum review (reflected in “1.1.2”) /对课程进行回顾（联系到了 “1.1.2”）；
evaluate the suitability of courses (reflected in “1.1.1”) /检验课程是否合适（联系到了“1.1.1”）；
develop short and long-term achievement goals for OECIS (reflected in “1.1.1”,“1.1.2”) /设定学校短期和长期学业目标（联系到了“1.1.1”, “1.1.2”）。
2.2 Formative and Summative Assessment -- the Standards and Principles /形成性评估和总结性评估，及其标准
For the IB, the underlying principle is to test what is important rather than judge as important what we can test. (IBO, 2019) / 对IB课程体系来说，无论任何课程项目，评估的核心应着眼于考核的内容而非是考核的手段。(IBO, 2019)
Therefore, the assessments in DP is in line with the underlying principle, what underpins the principle is the standards we have to bear in mind in developing both the formative and summative assessments, these standards include: (IBO, 2019) /因此，DP的不同形式的评估应当与IB评估的核心相一致，在开展不同形式的评估时要考虑到相关评估的标准，这包括 (IBO, 2019) ：
* Curriculum standards/课程标准 -- the difficulty of the material that is studied. (IBO, 2019)/ 课程的难易程度。
* Assessment standards/评估标准-- the difficulty of the exam tasks or questions.(IBO, 2019)/评估的难易程度。
* Performance standards/成绩的标准 -- the conversion of marks to grades. (IBO, 2019)/分数到等级的转换。[1] [u2]
In setting the overall standard for an assessment it is important to strike a balance between these three different aspects. (IBO, 2019) / 对于DP学段的评估，我们须在设计评估时考虑到以上三个评估标准的平衡。
2.2.1 Formative Assessment and its standards /形成性评估与标准
The goal of formative assessment is to monitor students’ learning to provide ongoing feedback that can be used by teachers in the programme to improve their teaching and by students to improve their learning. More specifically, formative assessments…/形成性评估的目的是监控学生的学习，从而提供一个持续的反馈，能被学段教师用来改进自己的教学，能被学段的学生用来改进自己的学习。更详细的形成性评估可以：
help students to identify their strengths and weaknesses and identify areas that need improvement/帮助学生来认识到自己的长处和短处，认识到自己需要改进的方面；
help teachers recognize where students are struggling and consider how to address the found problems as soon as possible, via methods like redesigning classroom teaching, differentiated teaching, adjusting peer collaboration groups, etc. /帮助教师来认识到学生难点在哪里并迅速地解决问题，方法可能包含重新设计课堂教学，分层教学，调整学生合作学习小组成员等。
Formative assessments are often low stakes, which means that they have a low weightage. Some examples of formative assessments include asking students to…/形成性评估通常对最终成绩有较低的权重。学段教师通常所使用的形成性评估的手段举例如下：
Construct various mathematical representation for various mathematical facts
Contextualized assignments in language and humanity courses
Lab activities to form lab reports
Regular journals and diaries in visual art
Regular CAS reflection sessions
Marking can be undertaken in various ways depending on the nature of the tasks. Sometimes it is very objective; on other occasions it is far more subjective requiring the marker to judge whether the candidate has produced an acceptable response. For formative assessment, the aim is always about supporting student’s learning. (IBO, 2019) /，无论使用何种形式的形成性评估，都应当注意形成性评估的结果既可以相对较为客观也可以相对主观，这不仅仅取决于学生是否给予了“可接受”的回答，更重要的在于教师的形成性评估所侧重考察的本质。总之，这将联系到教师对上文中三个standards以及IB对评估核心的理解, 更重要的是教师们须谨记形成性评估对于引导和督促学生平日学习所起到的关键作用。
2.2.2 Summative Assessment and its standards /总结性评估与标准
The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against a set of assessment criteria of that subject. /总结性评估的目的是在一个教学单元完成后，通过用该学科的一系列的评估标准进行比较，来评估学生的学习效果。
Summative assessments are often high stakes, which means that they have a high weightage . Examples of summative assessments teachers in the programme use include…/总结性评估通常有较高的权重。学段教师总结性评估举例如下：
midterm exams/期中考试
graded presentations/分级汇报
final exams/期末考试
mock exams/模拟考试
oral tests/口语测试
practical works /实习作业
TOK exhibition /TOK校内毕业展示
written assignments/书面作业
An important aspect of carrying out and using summative assessments is to understand the difference between marking and grading the work. In marking, a candidate is given credit for the work they have produced against the markscheme. In deciding a grade, the marker is making a judgement on the quality of the candidate’s work against a defined standard which takes into account the difficulty of the task.
对总结性评估，我们应当认识到“批改”与“评定等级”之间的差别，“批改”即所谓教师严格依照参考答案来对学生的具体试题的回答打分；而“评定等级”则要结合评估的难易程度，在此基础上对于学生的回答质量来划定学术表现的等级。区分二者的差异有助于教师从总体上对学生的表现进行更客观的总结性评价。
2.2.3 Analysis of Assessment Results (particularly internal summative assessments) / 对评估结果进行分析和反思（侧重于针对校内的总结性评估）
After each summative assessment session, DP department holds an analysis and reflection session to gather all subject teachers to communicate, share and analyze students’ learning progress. Based on the information generated from the session, each subject teacher files up a report regarding students’academic performance and sends it to the DP coordinator and homeroom teachers for the purpose of monitoring students’ learning progress, later on DP homeroom teachers will transfer the report to a reporting card for each student and their parents/guardians.
在每次校内总结性评估完成后，DP将组织成绩分析和教学反思会议，借此机会与会的全体DP学科教师将对学生的阶段性学术表现进行总结分析，会议过后每位学科教师最后会生成一份学科内的学生学术表现分析报告给协调员和班主任，该报告再经过班主任转化后生成学术表现汇报单发给每位学生及他们的家长或监护人。
2.2.4 Treatment of Assessment Results and Its Relationship with Teaching and Learning / 利用评估结果的分析指导教与学
In our work, we understand the importance of teaching being informed by assessments, we adopt a timely manner to make changes on both sides (teachers and students) aiming to develop students’ learning experience and promote teachers’ teaching, for example, measures will be taken to make changes on teacher’s teaching progress, teaching approaches, teaching objectives, learning objectives and relevant learning skills. After a session of summative assessments, the DP coordinator and the homeroom teachers together will manage to talk to particular students and their parents/guardians to discuss the formers’ learning progress.
在我们的工作中，我们要清楚地认识到考核结果的分析对于指导教师提高教学水平和指导学生改进学习体验是相当重要的。在每次总结性评估之后，DP协调员及班主任也将会及时地与学生进行改进他们学习体验的探讨，我们也会将教师的反馈及时告知学生家长或监护人。
2.3 Examinations/考试
2.3.1 Internal Assessments (IAs)/内部评估，简称IA，
The internal assessments form a key component of the total IB score of each subject. Teachers in the programme provide supervision for these assessments, mark them and then submit the results to the coordinator who in turn enters the results on IBIS for sample generation that are later sent to IB examiners to evaluate the teacher’s application of the criteria in marking. Depending on the subject, the internal assessments account for between 20% and 30% of the final results of the subjects.
内部评估是国际文凭每科分数的重要组成部分。学科教师为这些评估提供监督指导，进行改卷，并将分数给到学段协调员。协调员按照顺序依次在IBIS网站上输入分数，从而产生样本，并发送给国际文凭考官，来评估每个教师在改卷评分时对标准的把握。按照学科，内部评估占最后总分的20%到30%的分值。
2.3.2 Internal Examinations/内部考试
At OECIS, all internally conducted examinations are carried out in strict adherence to the examination regulations of IB so that students familiarize themselves with the regulations governing the final examinations to be taken in May of year 2 of the diploma programme. These examinations are midterm examinations for DP 1 and DP 2, final examinations for DP 1, and two mock examinations for DP 2. There are two mock examinations to be taken in DP 2, one in early January and another in late March.
在我们学校，所有内部进行的考试都严格按照国际文凭考试相关规定进行，从而 保证学生逐步熟悉在大学预科二年级五月的最终考试所要遵守的相关规定和要求。考试有在大学预科一年级和二年级时的期中考试，大学预科一年级时的期末考试，大学预科二年级的模拟考试。在大学预科二年级的时候会有两次模拟考试，一次在一月初，一次在三月底。
2.3.3 Development of Papers for Internal Examinations/内部考试的试卷
To ensure that examination papers are thorough, fair, and of appropriate difficulty level, the setting of the papers follows a multi-faceted process, requiring careful attention to details of what has been taught, the assessment criteria, and its security.
为确保考试试卷覆盖面全、公正、难度适中，试卷的制作按照多方审核的过程，以保证试卷安全、能覆盖所教的内容并按照评估标准进行。
On receiving the notice for exam papers submission, teachers in the diploma programme will commence the setting of the papers and take actions to ensure, beyond reasonable doubt, that exam papers are kept secured at all stages of their preparation.
在接到提交试卷的通知后，大学预科段的教师就开始制作试卷，并采取相应的保密措施，保证试卷在制作过程中的安全和保密。
The teachers, after setting the papers, will then send them to their subject group leaders for moderation. The subject leaders will ensure that the papers are of good quality and are assessable using the subject assessment criteria.
教师在制作好试卷后，将试卷交由学科组长审核。学科组长审核保证试卷的质量，并确保试卷是按照学科评估标准进行测试的。
The subject leaders then pass the papers to the coordinator for approval. All approved papers are then securely sent to the Librarian for printing, copying and archiving.
学科组长审核后将试卷交由协调员进行审核。所有审核通过的试卷交由图书管理员进行保管、复印和存档。
The whole process is executed under careful consideration for the security of the exam papers. This is to ensure that every student has the same opportunity and no one attempts the papers through unfair means as stipulated by our academic integrity policy.
整个过程都详细考虑到试卷的安全性和保密性，保证对所有的学生都公平公正，没有学生能够试图通过不公平手段拿到试卷而违反我们的学术诚实政策。
2.3.4 External Examinations/外部考试
These are examinations prepared and marked by the IB. At OECIS, these exams are taken in May and results are released by IB in early July. These examinations include the following components…/国际文凭组织组织考试并进行评分。在我们学校，外部考试在五月进行。考试成绩由国际文凭组织在7月初发布。这些考试包含以下部分：
essays/论文
extended-response questions/拓展性问题
short-response questions/快速响应问题
data-response questions/数据响应问题
text-response questions/文本响应问题
case-study questions/案例分析问题
multiple-choice questions /多项选择题
There are also a small number of other externally assessed pieces of work, for example, theory of knowledge essays, extended essays and written assignments. These tasks are completed by students over an extended period under the teachers’ supervision instead of examination conditions, and are then marked by external examiners. (IBO, 2014)
也有少量的外部评估的论文，例如知识论论文，拓展性论文和书面作业。这些任务通常都由老师指导学生在一定的期限内完成，而不是考试的形式。这些论文也是有外部考官来评分。(IBO, 2014)。
Prior to the conduct of all exams in OECIS, invigilators are appointed and invited to an information/training session where the regulations/procudures of the examinations are reviewed and explained by the DPC. Teachers whose subjects are being tested are not assigned as invigilators of such subjects and are not allowed anywhere near the examination venue.
在学校进行的所有考试之前，我们会指定监考员，并邀请所有监考员召开培训会议，共同学习考试规则。考试哪门学科，则该学科的教师不担任该科的监考，也不允许在该科考场附近逗留。
The examination stationery and papers are kept in an electronic safe in the dedicated files storage room. The password and keys to different locks of the storage room are held seperately by the principal and the coordinator and other personnel named by the principal to make sure that no less than 3 persons can together open the door of the storage room. After the door of the storage room is open, the DPC and another are the persons who can open the safe and reach the papers. The coordinator is the chief examination officer of all examinations in the diploma programme.
考试文具和试卷都被保存在专门存放文件的保密室里面的电子密码柜中。所有锁密码和钥匙由校长、协调员或其他指定人员分开保管，确保至少有三人在场才能够打开保密室的大门。一旦保密室被打开，只能由协调员和另一位密码柜钥匙保管人一起领取试卷。协调员是大学预科段所有考试的主考官。
2.4 Marking and Grading/考核的评分
For all internal examinations, teachers in the programme mark the exam papers against a set of assessment criteria as provided by the IB-issued guide of that particular subject. For each criterion that makes up the list of criteria, there is a corresponding grade descriptor that indicates the actual level of achievement in that subject. The subject group leader is to re-examine the marking/grading assigned by subject teachers and check for consistency and fairness.
所有的内部考试，大学预科段的老师进行评分，并按照国际文凭下发该科的指南标准进行。对所有标准中的每一条，都有相应的描述，规定按照该科的学业要求所对应的分数。学科组长需要对学科教师的评分进行检查以确保评分的一致和公平。
The grades and marks awarded by teachers for assessed work and reports are based only on the standards of performance outlined in the subject specific percentage grade boundaries or mark boundaries for the component being assessed.
教师对评估答案所给的等级和分数，都是按照该科百分比评分范围的标准成绩进行评分的，或者是按照评估组成部分的分数范围进行评定。
Semester results are based on the corresponding IB grade band of 1 to 7 for that particular subject. The subject grade boundaries released by IB for the May session proceeding the current year are used for grading by each subject teacher.
学期成绩是按照国际文凭组织分数范围（每学科1-7分）来给。每学科教师使用国际文凭发布的，最近期的五月考试的学科分数范围。
2.5 Reporting and Recording/考核的汇报与记录
The final grades of each student in the diploma programme are then sent to the programme coordinator for recording and storing by the form teachers. Form teachers also submit students’ grades report to parents/guardians and students through ManageBac.
大学预科段每个学生的最后分数会最后发给学段协调员来存档、保管。班主任也会通过ManageBac把成绩汇报单给到家长或监护人和学生。
The stored results are used to compile the academic transcript for the student in DP for university application purposes, school transfers or any other cogent requests by the students. The results and analysis of the mock exams are used for review and preparation for the final exams in May.
保存的成绩汇编为大学预科的学生学术档案，用来进行大学申请，学生转学使用，或学生其他合理要求。模拟考试的成绩和分析用来检查复习、备考五月的最终考试。
2.6 Awarding the Diploma/文凭授予
The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance across the whole programme and to satisfactory participation in the Creativity, Activity and Service requirement. The highest total that a Diploma Programme student can be awarded is 45 points. (IBO, 2014).
成绩拿到最少24分的学生才能被授予文凭，在整个项目按照要求选择学科分布，并按照要求参加创造、行动和服务活动。大学预科段学生最高拿到45分。
2.6.1 How to interpret IB grades and transcripts/怎样理解国际文凭等级和分数
A student's examination performance in individual subjects is scored on a scale of 1-7 points with a further 3 points available based on a matrix of performance in the theory of knowledge (TOK) and the extended essay components. Students who display satisfactory levels of performance across all subject areas and achieve a minimum of 24 points (out of a possible 45) are awarded the IB diploma. All others receive a certificate of results for the subjects examined. (IBO, 2014) Additionally, for candidates, there are other conditions (IBO, 2024) to be met in order to receive an IB Diploma:
每个学生单个学科的考试成绩都会用1-7来表示。除此外额外3分是按照知识论和拓展论文部分的综合表现。学生所有学科都良好，并获得最少24分（满分45分），会被授予文凭。其他会获得参加考试科目的考试证明。(IBO, 2014) 此外，学生被授予文凭还需要同时满足如下几点IB的要求 (IBO, 2024)：
· CAS requirements are met.
· A grade has been awarded in all subjects, TOK and the EE.
· A grade of at least a 2 has been awarded in all subjects.
· The candidate does not have a grade 2 awarded 3 or more times.
· The candidate does not have a grade 3 awarded 4 or more times.
· The candidate has at least 12 points on HL subjects. (For candidates who register for four HL subjects, the three highest grades count).
· Candidates have at least 9 points on SL subjects. (Candidates who register for two SL subjects must be awarded at least 5 points at SL).
Subjects are marked according to the following scale. /学科按照以下标准进行评分：
7 Excellent/非常优秀
6 Very good/非常好
5 Good/好
4 Satisfactory/合格
3 Mediocre/中
2 Poor/差
1 Very poor/非常差
N No grade/没有分数
The TOK course and the extended essay are graded according to the following scale. /知识论和拓展论文按照以下标准评分：
A Excellent/优秀
B Good/良好
C Satisfactory/合格
D Mediocre/中
E Elementary/基础等级
N No grade/没有分数
Examination results are available in early July following the examinations in May of the same year. If requested by the students in the programme, results are made available to universities either in electronic format or as a transcript of grades, as appropriate. The results indicate the grade a candidate has been awarded for each subject and the DP core components. The results also indicate the completion of creativity, action and service (CAS) and total number of points for the diploma, if a diploma has been awarded. (IBO, 2014). /在当年五月进行考试的，在当年的七月初发放成绩。如果学生要求，成绩可以用电子档和文件的形式发送给相应大学。分数标明学生在每门科目的学业情况包含获得文凭所需要的知识论和拓展论文的情况。成绩也标明学生是否完成创造、行动和服务（CAS），总分及学生是否获得文凭。(IBO, 2014)
2.7 Development, Implementation, Circulation and Review/文件发展、实施、传达和回顾
As a working document, this assessment policy is a result of the collaborative effort of all teachers in the programme and shared among all the students, parents/guardians, school community members and school board./作为一项运行中的文件，评估政策是大学预科段所有教师的集体协作的结晶，并将与所有学生、家长或监护人、学校社区成员和学校管理层共同分享。
In order to accommodate the dynamism of teaching, learning, new subject on offer and IB requirements with newly published documentation, and IB curriculum review, this policy is to be collaboratively reviewed every two years by the teachers in the programme and members of the management, with the coordinator playing a facilitating role of the review. In case of necessity, the principal will call for a contingency review and updating of this policy. /为保证教育、学习的活力，提供新的学科和要求，及时回顾国际文凭课程大纲，此项政策将由学段协调员组织大学预科段所有老师、学校管理层对此项政策每两年进行修订，如遇特殊情况，校长可以适时发起政策的修订和更新。
The policy is available on the school website, WeChat public accounts and Ding Talk; hardcopies are distributed to students, parents/guardians, and members of the management, school community and school board. An electronic copy is uploaded for archiving on the OA (Office Anywhere) of the school. /此项政策会公布于学校网站，微信公众号和钉钉。文本会下发给每个学生、家长或监护人、学校社区成员和学校管理层。电子档会被上传至内部办公系统（OA）。
[Section Three]
The Link between Assessment Policy and Other policies
学校评估政策与其它相关政策的联系
In developing school’s Assessment Policy, we have often referred to relevant IBO publications, this assures that our philosophies and actions are always in line with IB requirements. / 在制定评估政策时，我们时常会去参阅IBO的相关文件，确保学校的理念和行动与IB相关的要求契合。
The Assessment Policy should never be treated as a single working document, a holistic point of view regarding the use of all school policies is to be established; students, parents/guardians, teachers, members of the school community and the members of the school board need to be educated and to be fully aware of the relationship between the Assessment Policy and other relevant documents including the IBO publications. / 学校的评估政策不可以仅被看作是一份独立的文件，学校需持续树立一个全面审视学校各方面政策的观点；学生、家长或监护人、教师、学校社区成员、相关学校领导和院董事会成员需要对学校各方面政策的全面协调实施具备一个清晰的认识，这当然同样也包括对于相关IB文件的要求的认识。
Some examples regarding to the link between school Assessment Policy and other policies / 学校评估政策与其它学校政策相关联的例证：
ü Assessment Policy and Language Policy – to facilitate differentiated teaching and accurately reflect students learning progress, DP teachers sometimes allow students to use their first language to give presentations in the class. / 评估政策与语言政策——为了便于实施差异化教学和准确地反映出学生学习进度，DP教师会有时允许学生用母语在课堂上做演讲。
ü Assessment Policy and Admission Policy – in DP entry test, we only select the applicants who meet certain academic standards to join the Diploma Programme. / 评估政策与入学政策——在十年级升学考试中，我们只会选择那些达到大学预科项目入学标准的申请者进入大学预科段学习。
ü Assessment Policy and Academic Integrity Policy – DP students are frequently reminded the academic integrity by the DPC and their subject teachers. / 评估政策与学术诚信政策——DP学生会反复地得到协调员和学科老师给予的学术诚信方面的提醒。
Bibliographies and References /参考文献
IBO (2024) DP passing criteria [Online] Acailable at: https://www.ibo.org/about-the-ib/what-it-means-to-be-an-ib-student/recognizing-student-achievement/about-assessment/dp-passing-criteria/ [ accessed 15/01/2024 ] / 大学预科文凭获取标准，2024。
IBO (2022) Diploma Programme Assessment procedures 2023. /大学预科考核流程细则，国际文凭组织，2023。
IBO (2022) Secure storage of confidential IB examinations material booklet 2023./ IB考试材料等保密文件的安全储存，国际文凭组织，2022。
IBO (2021) Teaching and learning informed by assessment in the Diploma Programme. 国际文凭组织，2021./ 在大学预科课程体系下，考核指导教与学，国际文凭组织，2021。
IBO (2019) Assessment principles and practices – Quality assessments in a digital age. /评估原则与实践——在数字化时代审视有效的评估，国际文凭组织，2019。
IBO (2019) What is an IB education? /何为IB教育，国际文凭组织，2019。
IBO (2018) Programme standards and practices. /项目标准与实践手册，国际文凭组织，2018。
IBO (2017) Diploma Programme Grade Descriptors./ 大学预科段学科成绩分级说明。
IBO (2016) Handbook of procedures for the Diploma Programme. /大学预科项目操作手册，国际文凭组织，2016。
IBO (2015) Diploma Programme: From principles into practice. /大学预科段：从原则到实践 国际文凭组织，2015。
IBO (2014) Simplifying the diploma requirements and failing conditions. /对于获取大学预科文凭的相关解释，2014。
IBO (2010) Guidelines for developing a school assessment policy in the Diploma Programme. /关于创建学校评估政策的指南，国际文凭组织，2010。
Carnegie Mellon (2013). Teaching Excellence and Educational Innovation. Retrieved from http://www.cmu.edu/teaching//卡内基.梅隆（2013）《优秀教学和教育创新》参见网站。
Hammond High Magnet School, Louisiana, USA/ 美国路易斯安那州哈蒙德高等中学
The Heritage School Kolkata, Bengal, India/印度孟加拉加尔各答赫里蒂奇学校
Trinity High School, Texas, USA/美国德克萨斯州特里尼娣高中
Colegio del Mundo, Santa Ana, Costa Rica/哥斯达黎加桑塔安娜
Scotts Valley High School, Scotts Valley, USA/美国斯克茨瓦洛高中
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