At Wahaha International School, summative assessment is far more than a high-stakes finale where a single grade determines success.

Rooted in the IB philosophy, it serves as a meaningful checkpoint in each child’s learning journey—helping students reflect on their growth, teachers refine instruction, and parents truly understand how their child is developing.

Rather than measuring success by scores alone, we focus on documenting growth and supporting the next stage of learning.

In the IB framework, learning is not about how much a child can memorize, but about how deeply they understand and how well they can apply what they know.

At WIS, summative assessments are carefully designed, purposeful, and aligned with unit objectives. Students are encouraged to demonstrate their learning through application, reflection, and creative expression—not simply the repetition of facts.

Leading up to each summative assessment, a range of formative assessments guide the inquiry process. These ongoing assessments help teachers adjust instruction in real time while supporting students in developing clarity, confidence, and ownership of their learning.

Where appropriate, success criteria and rubrics are co-constructed with students, ensuring transparency of expectations and fostering a sense of agency.

Summative assessments, therefore, do not stand alone—they are part of a balanced system that integrates both process and outcome to support meaningful learning.

Key features include:

◎Strategic, Not

Spontaneous:

Assessments are aligned with unit objectives in advance, never as a surprise “pop quiz.”

◎Purpose-Driven:

Every task is intentionally designed around the core inquiry of the child’s learning journey.

◎Creative Versatility:

Moving beyond traditional paper-and-pencil tests, students use puppet shows, model building, and dramatic performances to bring their learning to life.

◎Progress Over Comparison:

We don’t rank students against one another; our focus remains entirely on an individual’s growth and their ability to apply knowledge.

Summative assessments at WIS replace dry worksheets with a “learn-by-doing” approach. The Grade 2 Unit of Inquiry (UOI) provides a perfect example of this immersive philosophy.

Exploring the theme How We Express Ourselves, students took the driver’s seat—from choosing their inquiry focus and collaborating in groups to finally presenting their findings through a puppet theatre.

In this environment, children don’t just practice communication and teamwork; they embody the WIS Learner Profile. Meanwhile, teachers capture real-time insights into each child’s strengths and areas for growth, ensuring steady development.

While summative assessment plays an important role, it is most effective when understood as part of a broader, balanced assessment approach at WIS.

◉Instructional Alignment

Assessment evidence supports teachers in refining instruction and responding to each child’s learning needs.

◉ Thoughtful Use of Standardized Tools

Tools such as STAR Reading and NWEA MAP are used to inform teaching and support individualized learning pathways—not for ranking students. They provide additional insights that complement classroom-based assessment.

Rather than relying solely on numerical scores, we share learning through portfolios, photos, and narrative feedback—offering families a rich and authentic picture of their child’s progress.

To help families better understand how this approach is implemented across programmes, here is a closer look at PYP and MYP practices.

How often are assessments conducted?

Summative assessments are aligned with Units of Inquiry, typically once per unit, ensuring they match the natural rhythm of learning.

What if my child finds a task challenging?

In the IB, challenges are viewed as opportunities for growth. Teachers use assessment information to provide targeted support and guide next steps in learning.

Will I be able to see the results?

Yes. Student work and progress are shared through conferences, portfolios, and ongoing communication with teachers.

How often are assessments conducted?

In the MYP, each subject includes multiple assessment opportunities across units, aligned with IB criteria (A–D), ensuring a balanced and comprehensive picture of learning.

What if my child receives a lower score?

MYP assessment is criteria-based. A lower score indicates specific areas for development, and teachers provide structured feedback and support to help students improve.

Will I be able to see the results?

Yes. Feedback is shared through platforms such as Toddle, written comments, and Parent-Teacher Conferences. Students are also encouraged to reflect and set goals for future growth.

How Families Can Support Learning at Home

For PYP Families

·Encourage daily reading and discussion through open-ended questions

·Focus on depth of understanding rather than speed

·Use assessment data (e.g. ZPD) to select “just-right” books

·Ask reflective questions like “What did you discover today?”

For MYP Families

·Encourage conceptual thinking and deeper explanations.

·Support the development of academic language across subjects.

·Use structured approaches (e.g. P.E.E.L.) to strengthen writing.
*P – Point: Make a clear statement.

*E – Evidence: Give an example or quotation.

*E – Explanation: Explain what it shows or means.

*L – Link: Connect back to the main idea or question.

·View assessment data as a tool for growth, not labels.

·Promote independence through planning, revising, and reflection.

At WIS, assessment is not about labeling performance—it is about understanding learning.

Through purposeful summative assessment within a balanced system, we aim to support every student in becoming an active, reflective, and confident learner—equipped not only for academic success, but for lifelong learning.

在杭州娃哈哈外籍人员子女学校（WIS），总结性评估（Summative Assessment）从来不是“一考定输赢”的终结性测试。

在 IB 教育理念下，它更像是学习旅程中的一个“成长坐标点”，帮助孩子回顾学习过程，帮助老师调整教学，也让家长更清楚地了解孩子的学业情况。

相比于分数，我们更关注孩子的进步过程，以及下一步如何更好地学习。

在 IB 课程体系中，学习的关键并不在于记住多少知识点，而在于孩子是否真正理解、能否运用。

因此，在WIS，我们的总结性评估都是有明确目标、精心设计的。孩子可以通过多种方式展示学习成果，比如应用、表达、反思，而不是简单重复知识。

在总结性评估之前，老师会通过各种形成性评估（平时的小任务、观察、反馈等），不断了解孩子的学习情况，并及时调整教学。

在合适的情况下，老师还会和学生一起制定评估标准，让孩子清楚知道什么是“做好”，并逐渐学会对自己的学习负责。

所以，总结性评估不是单独存在的，而是整个学习过程中的一部分。

评估的核心特点包括：

◎有计划不突击：
提前对接单元学习目标，不是临时抽查；

◎不偏离重点：
所有评估任务，都围绕孩子的学习主线设计；

◎形式超多样：
没有单一试卷，孩子可以用木偶剧、模型搭建、剧本表演等创意方式，展示自己的学习收获；

◎重成长不攀比：
我们不排名、不横向比较，而是关注每个孩子自身的进步和知识运用能力。

WIS总结性评估不用枯燥答题，孩子在“玩中学、做中评”，二年级的探究单元就是最好的例子。

围绕“我们如何表达自己”的主题，孩子从确定探究方向、小组协作积累能力，到最终用木偶剧展示成果，全程自主参与。

这个过程中，孩子不仅能锻炼表达、合作能力，还能契合WIS的学习者培养目标，老师也会及时捕捉孩子的优势和不足，助力孩子稳步成长。

虽然总结性评估起着重要作用，但只有将其视为 WIS 全面、平衡的评估方法的一部分时，它才最有效。

在WIS，我们更重视一个平衡的评估体系。

◉帮助老师调整教学

评估数据帮老师精准调整教学，适配每个孩子的学习节奏；

◉合理使用标准化测试

我们使用 STAR Reading阅读测试和 NWEA MAP测试等工具来辅助教学、制定个性化学习路径，而非用于排名或贴标签。

我们不依赖单一的数字评分，而是通过作品集、照片和叙述性反馈来分享学习成果，为家庭呈现孩子进步的真实且丰富的图景。

为了帮助家庭更好地了解这一方法在不同项目中的实施情况，以下是 PYP 和 MYP 实践的详细说明：

评估多久一次？

和PYP探究单元同步，每单元1次，一年共6次，贴合孩子学习节奏。

孩子表现不好怎么办？

在IB学习中没有“失败”之说，任何不足都是后续进步的起点，老师会提供针对性支持。

家长能看到孩子的评估成果吗？

可以！老师会留存孩子的作品、照片等资料，在家长会等场合和家长分享。

评估开展频率如何？

MYP的评估与各学科单元教学相契合，每个单元均包含形成性任务，且至少有一项契合国际文凭组织（IB）A-D 评估标准的总结性评估。一学年内，学生每门学科需完成多项总结性评估，确保全面、均衡地呈现学习成果。

若孩子完成任务时遇到困难该怎么办？

MYP采用标准参照式评估，而非横向对比式评估。较低的分数仅能反映出孩子在特定技能方面需要进一步提升，教师会为其提供针对性的指导、反馈以及能力提升的机会。

家长能否查看评估结果？

可以。评估结果与反馈会通过 Toddle 平台发布，同时也会记录在学生的练习册中、作业的书面评语里，家长也可在家长会上了解相关情况。学校还会鼓励学生对自身表现进行反思，为后续学习制定提升目标。

上下滑动，查看更多

PYP日常学习建议：

·每日陪伴共读15-20分钟，读完多提问深化理解；

·鼓励孩子完成AR测试，重质量不重速度；

·参考STAR测评的ZPD区间，给孩子选适配的书籍；

·多问“你今天学到了什么”，少问“考了多少分”；

·主动和老师沟通，及时了解孩子的提升方向。

MYP日常学习建议：

·培养概念性思维

多问孩子：“你正在探究哪个核心概念？”，而非 “你得了多少分？”。

·助力孩子的学术语言能力发展

在家中，家长可通过以下方式帮助孩子提升学术学习的自信心与综合能力：

·和孩子探讨各学科的核心词汇（如英语、数学、科学等学科的专业词汇）。

·检验孩子的批判性思维时，鼓励其给出完整、有条理的回答，而非简短的回应。

·辅助孩子运用清晰的写作结构完成写作，如英语、个人与社会学科（中文授课）中常用的 PEEL 结构：

观点（P）：给出明确的陈述。

论据（E）：举例说明或引用相关内容佐证。

阐释（E）：解释论据所体现的含义或说明的问题。

关联（L）：将内容回归至核心观点或问题本身。

·让孩子在数学、科学学科中规范使用专业术语（例如准确运用公式、核心概念，清晰阐释解题或实验步骤）。

·理性运用测评数据

参考 MAP 学业成长测评和 STAR 阅读测评的结果，分析孩子的学习优势与待提升领域，而非仅凭分数给孩子贴标签。

·培养自主学习能力

鼓励孩子养成规划、起草、修改、反思的学习习惯，这些都是中学项目着重培养的核心能力。

·保持家校沟通

就孩子在各评估标准下的表现及学习发展趋势，与任课教师保持常态化沟通。

在WIS，评估不是给孩子贴标签，而是帮助我们更好地理解孩子的学习过程。

我们践行IB“以评促学”的理念，通过科学、合理、有温度的评估方式，希望每一个孩子都能成为：主动学习者、会思考、会反思的人、自信且持续成长的人，为未来，也为终身学习打下基础。