Please swipe left for English

4月中旬，2025第五屆形成性教育評價國際高峰論壇在上海舉行。

啟明星學校憑借在MAP測評中的出色表現(xiàn)，成為中國大陸第一所受邀在主論壇演講的學校。

我們的三里屯校區(qū)小學部執(zhí)行校長Stacy Andell博士代表啟明星登臺，分享了學校在教學管理體系建設、教師評估機制及多點數(shù)據(jù)追蹤方面的經(jīng)驗。

她說，“真正有價值的評估，不是為了排名，而是為了成長。”

正是在這種理念引領下，啟明星學生在MAP測評中實現(xiàn)了令人矚目的持續(xù)性進步。

MAP測評成績亮眼，

啟明星實現(xiàn)多項“超越”

根據(jù)MAP官方公布的多組對比數(shù)據(jù)，啟明星在2024年春季和2025年冬季測試結(jié)果中，都表現(xiàn)出整體實力和強勁的增長潛力：

1. 春季測評延續(xù)優(yōu)勢

2024年春季測評結(jié)果顯示，5年級學生在閱讀方面的平均分數(shù)不僅高于中國平均值和NWEA合作校均值，更全面領先于美國國家常模。

此外，4年級和5年級學生的數(shù)學成績也在不同測期中持續(xù)上揚，表明學生在跨學科邏輯與分析能力上的扎實基礎。

2. 整體成績穩(wěn)步領先

在2025年冬季測評中，啟明星3至5年級的數(shù)學平均成績?nèi)娉矫绹鴩页Ｄ！⒅袊骄胶蚇WEA國際合作學校均值，成為同類學校中極為突出的代表。

在閱讀部分，3至5年級學生同樣表現(xiàn)穩(wěn)健，部分年級成績甚至接近或超越美國常模。

3. 增長曲線令人驚喜

冬季MAP測試數(shù)據(jù)顯示，啟明星4年級學生在閱讀部分的條件增長百分位（Conditional Growth Percentile）高達99%，2年級和5年級學生分別達到98%和92%，遠高于全球同類學校平均水平。在數(shù)學方面，5年級冬季成績相比前一季提高了10分，增長百分位達61%，展現(xiàn)了學生極強的學習動能。

這些數(shù)據(jù)背后，是啟明星在教研與教學管理中，對“有效學習”概念的深度實踐：不是階段性突擊，而是系統(tǒng)性成長；不是片面拔高，而是精準支持。

背后的驅(qū)動力：

“因需而教”的個性化教學體系

啟明星能夠在MAP測評中屢創(chuàng)佳績的原因，根源在于學校多年堅持的“個性化教學體系”。這一體系，不僅僅是簡單的“分層教學”，而是圍繞“以學生成長為中心”建立的整體教學結(jié)構(gòu)：

1. 以數(shù)據(jù)為核心，精準識別學習需求

在日常教學中，老師們使用MAP測評數(shù)據(jù)作為關鍵依據(jù)，每6周重新分析一次學生的成長狀態(tài)和學科能力，識別學生在閱讀、數(shù)學、英文表達等領域中的關鍵瓶頸和突破點。這樣的周期性調(diào)研，確保了支持策略能和學生發(fā)展節(jié)奏同步匹配。

2. 分組學習，依據(jù)技能而非水平

啟明星實行動態(tài)小組教學，分組依據(jù)不是成績高低，而是“學生在哪些技能上需要集中練習”。這種方式打破了傳統(tǒng)的“分層”邏輯，更符合真實學習路徑的多樣性。每個小組圍繞不同技能目標進行強化訓練，學習既有挑戰(zhàn)，也不超綱。

3. “雙師課堂”+學習支持老師，協(xié)同助力每個孩子

每個班級配備主課教師和助教，共同實施個性化教學。同時，學校還設有“學習支持老師”——他們像工程師一樣，專注識別系統(tǒng)中的“卡點”。無論是天賦型學生在學習中的“倦怠感”，還是在某一學科上出現(xiàn)進度落后的孩子，支持團隊都會基于MAP數(shù)據(jù)，聯(lián)動教研團隊，制定出“一人一策”的專項支持計劃。

比如，針對英文基礎稍弱的學生，支持老師和教師協(xié)作，提前開設詞匯Mini課，為即將開展的英文詩歌單元做好準備；而對于學有余力的學生，開設“英文增益項目”，讓他們在拓展內(nèi)容中保持學習張力。

4. 教學-管理-評估三線合一

不僅是教師和學生，學校管理團隊也會參與教研回顧會議，對MAP數(shù)據(jù)中呈現(xiàn)的教學需求進行宏觀層面的響應和資源配置。這種“教學–支持–評估–改進”四位一體的閉環(huán)系統(tǒng)，讓數(shù)據(jù)真正服務于教育決策與教學實踐，而非成為僅供觀賞的“成績單”。

從亮眼的MAP數(shù)據(jù)，到高度定制化的教學體系，啟明星走出了一條以“成長為核心”的教育之路。它證明：當教學真正回到“學生個人成長”的原點，成果自然水到渠成。

Stacy博士在上海會議上的一句話令人印象深刻：“數(shù)據(jù)不是用來貼標簽的，而是為了幫助我們更好地了解孩子。”也正是這種理念，正在啟明星的每一間教室中悄然帶來改變。

啟明星在校教師也會將教學經(jīng)驗融入暑期營項目，和校內(nèi)外學習者分享，歡迎關注：

On April 11, 2025, the 5th International Summit on Formative Educational Assessment was held in Shanghai.

As a recognized leader in MAP performance, Daystar Academy became the first school from China invited to present on the main stage.

Dr. Stacy Andell, Elementary Principal at our Sanlitun campus, shared insights into Daystar’s approach to instructional leadership, faculty evaluation, and data-informed decision-making.

She remarked, “The purpose of assessment is not to rank students, but to foster growth.”

It is under this guiding philosophy that Daystar students have demonstrated remarkable and sustained progress in the MAP Growth assessments.

Impressive MAP Results:

Daystar Surpasses Multiple Benchmarks

Based on MAP Growth data from both the Spring 2024 and Winter 2025 testing windows, Daystar students demonstrated strong overall performance and significant growth:

1. Sustained Spring Performance

Spring 2024 results showed that Grade 5 reading scores outperformed China region, NWEA partner school, and U.S. national benchmarks.

Math scores for Grades 4 and 5 also continued to climb across seasons, reflecting students’ solid foundational skills in cross-disciplinary reasoning and analysis.

2. Steady Achievement Across Grades

In the Winter 2025 window, Daystar students in Grades 3 to 5 achieved average scores in math that exceeded the U.S. national norms, China regional averages, and international NWEA partner school benchmarks.

In reading, students also performed well above average, with several grade levels approaching or surpassing U.S. norms.

3. Outstanding Growth Percentiles

According to Conditional Growth Percentile (CGP) data from the Winter 2025 results, Daystar Grade 4 students scored in the 99th percentile for reading growth, while Grades 2 and 5 achieved 98th and 92nd percentiles, respectively—far exceeding global norms.

In math, Grade 5 students improved by 10 RIT points over the previous season, with a CGP of 61%, signaling strong learning momentum.

Behind these data points is Daystar’s long-standing commitment to “effective learning”—not short-term gains, but systematic development; not superficial acceleration, but targeted support.

The Driving Force:

An Individualized Learning Framework that Responds to Students’ Needs

What empowers Daystar students to excel in MAP Growth is the school’s comprehensive Individualized Learning System. This approach goes far beyond basic differentiation—it is a student-centered structure grounded in data and responsive planning:

1. Data-Centered, Growth-Aligned Instruction

Teachers use MAP Growth data as a core reference point, reanalyzing student profiles every 6 weeks to identify areas of strength and growth in reading, math, and language usage.
This regular cycle of formative review ensures that interventions stay tightly aligned with each student’s learning trajectory.

2. Skill-Based Grouping, Not Ability Tracking

At Daystar, flexible small group instruction is based on specific skill targets—not overall performance level. This breaks away from traditional "tracking" models and reflects the diverse, non-linear nature of learning. Each group is designed around a clear skill objective, ensuring instruction is appropriately challenging without overwhelming students.

3. Co-Teaching Model and Learning Support Teachers

Every classroom includes a lead teacher and a paraeducator, enabling collaborative delivery of individualized instruction. In addition, Daystar has dedicated Learning Support Teachers who function like educational engineers—identifying friction points in the learning process. Whether supporting high-potential students experiencing disengagement, or learners who need additional time in specific domains, the support team develops individualized action plans grounded in MAP Growth insights.

For example, for students needing stronger foundational vocabulary, mini-lessons are created before the launch of a poetry unit.
Meanwhile, enrichment clusters such as the English Enrichment Program are offered to advanced learners, keeping them challenged with extended content.

4. Integration of Teaching, Support, and Evaluation

Beyond the classroom, school leaders actively participate in data review sessions and provide macro-level planning and resource allocation based on identified needs. This ensures that the entire cycle—Instruction, Student Support, Data Evaluation, and Iteration—forms a cohesive, responsive learning ecosystem. In this model, data isn’t a report card—it’s a decision-making tool that drives real-time change in teaching practice.

From strong MAP performance to a deeply customized learning system, Daystar Academy has built an educational model centered on student growth. It proves that when learning starts with the individual, meaningful outcomes will naturally follow.

As Dr. Andell powerfully stated during her Shanghai talk: “Data isn’t for labeling students—it’s for understanding them better.” And it is this belief that is quietly transforming every Daystar classroom.

Daystar Academy’s in-house teachers will also bring their rich teaching experience to our summer camp programs, sharing their expertise with burgeoning learners from both within and outside the school community. We welcome you to join!