成长档案英文自我评价

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成长档案英文自我评价篇一

First, the archiving object:

From the first semester of the 2013-2014 academic year, students continue to improve the “student growth portfolio” in the seventh, eighth and ninth grade.

Second, the value orientation:

Portfolio assessment is a new evaluation method, which belongs to the qualitative evaluation paradigm, which is the interaction between schools, teachers, students and parents. The embodied value orientation: to promote the development of each student.

The Student Growth Portfolio provides each student with the opportunity to create, present, and appreciate the success of a student, based on a qualitative assessment of student achievement based on known standards. It is based on the whole, according to material Shi assessment, each student can use these standards to observe and examine their own results, to promote their own development, publicity personality.

Promote the comprehensive development of students.“Portfolio” not only concerned about academic performance, more concerned about the spirit of innovation and practical ability. It uses qualitative evaluation, expository evaluation, process evaluation, developmental evaluation and self-evaluation. It can fully understand students 'learning and life dynamics, inspire students' enthusiasm for learning, develop students 'potentialities and promote students' comprehensive development. . And promote the sustainable development of students. “Portfolio” is the development of students as a continuous process to look at, it allows students to reflect on their own learning and evaluation to help students responsible for their own development, especially the feelings of their own continuous growth and progress, cultivate self-confidence , To promote students in the original level of sustainable development.

Third, constitute the content:

Student growth portfolio can also be called “quality education bags.” Students can reflect the overall quality of the material bag. Portfolio content can be very broad, it is composed of:

1, the basic development of students to achieve the goal of the situation. It includes moral quality, civic literacy, learning ability, communication and cooperation ability, aesthetic and performance and so on.

2, the degree of achievement of students learning objectives. It includes knowledge and skills, processes and methods, emotions and attitudes and values and other projects.

3, students in a certain area of progress and achievements. It includes materials that the students themselves, parents, and teachers feel can reflect efforts, progress, and quality.

Fourth, the operating process:

(A) preparatory work stage.

Organizational preparation. The establishment of “student growth portfolio implementation of the program” working group.

Leader: Shi Rongsen

Deputy head: Tang Linzhou Yang Fu Gen

Members: seven, eight, nine class teacher, teacher

2, business training. Formulate the form of work, the development of work system, evaluation of assessment regulations. Thematic training for members of the Working Group.

(B) the implementation phase of the program

1, the accumulation of archival materials. According to the contents and evaluation principles of “Portfolio”, the organization guides the students to participate in life, hands-on practice, cooperative learning, teacher-student interaction, and timely evaluation of student learning, progress and progress.

2, timely sorting and screening. According to a stage or a study, the accumulation of life themes collected materials, information, results, teachers and students negotiated screening, retained in the Portfolio, so that students experience the fun of learning, the joy of success.

3, guide parents to participate. Teachers to mobilize and guide parents with the school, the children in the family learning, life content evaluation information on the immediate collection, arrangement, preservation, and supervision of the whole process, specific intervention.

4, regular display of communication. In the implementation of the program, the school should create opportunities for teachers, students and parents to communicate and communicate with each other, organize regular seminars and demonstrations, strengthen discussion and cooperation with each other, and continuously improve the “Portfolio”. Evaluation of quality.

(C) the results of the processing stage

1, analysis and evaluation. Teachers to guide students to build the “growth portfolio” in the material analysis, evaluation, improve self-assessment, mutual assessment ability. But also to guide students to reflect on their own timely growth of the situation, summed up the reasons for growth, reflect on their own lack of clear efforts to target.

2, reflection and summary. Teachers themselves to the portfolio of the design and use of the evaluation methods and effects, personal achievements and other professional development summary, reflection.

3, assessment and assessment. The school carries out quality analysis, evaluation and evaluation on the operational procedures, evaluation functions and work results of the members of the Portfolio Implementation Program team, sums up the experience, commends the advanced, finds out the problems and studies the countermeasures, and truly realizes the “Students Growth Portfolio” Of the value orientation.

V. Working Arrangements:

September:

Continue to improve the supplementary portfolio.

October:

1, improve the class portfolio, the use of research

2, the teacher held a forum

November:

Enrich the portfolio, organization and evaluation within the class display,

December:

Show the class within the excellent appraisal of the portfolio, grade group exchange.

January:

1, grade group within the “Portfolio” to establish competitions and display.

2, brief summary of each class and put forward practical improvements.

3, the school on the establishment of “student growth portfolio” work assessment assessment, sum up recognition, improve the next revision of the “student growth portfolio and the establishment of pilot program.”

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