“芬兰的教育系统根植于信任之上。我们不需要有人来检查老师。我们也不需要所谓测评。”一位来自芬兰坦佩雷Voures学校的教育工作者说到。

"The Finnish education system is built on trust. We don't have people coming to check on our teachers. We don't need assessments." - Educator at Voures School in Tampere, Finland.

我们在芬兰坦佩雷参加未来教育论坛（the Future of Education Forum）期间，测评与评估一直是热议话题。如何测评学生？用什么样的评估方式确保学生达到学习目标？芬兰教育工作者们回答通常是“我们芬兰的教育体系是基于信任的。”或是“我们并不测评。”

Throughout our time here at the Future of Education Forum in Tampere, Finland, assessments and evaluations have been a consistent topic. How are students assessed? What evaluations are used to ensure students are achieving learning standards? The typical answers from the Finnish educators are “the system is built on trust,” and “we don’t assess.” 

中国的教育者们一向热衷于数据、课标或基准量来测量学习的进展，因此这些回答看起来似乎不可理喻。而实际上，芬兰的教育是有测评体系的，只不过不是以我们熟悉的方式来进行评价。

Chinese educators crave data, standards and benchmarks to gauge progress, so these answers seem somewhat incomprehensible. In fact, there are assessments in Finnish education, just not what we are used to.

▲广州一土负责人李志伟（左）和Brad在芬兰坦佩雷Voures学校。Brad/供图

▲Zhiwei Li, the Executive Principal of ETU Guangzhou and Brad at Voures School in Tampere, Finland. Photo by Brad Walsh.

我们有幸参访了Voures学校，一所近来快速发展坐落于坦佩雷城中心外的进步主义公立学校。学校有全面的健康设施、牙科诊所，教室建成森林里小木屋的样子，还具备其他所有你能想到芬兰学校会提供的便利设施。其中最为突出的是这所学校丰富却又精巧的学生发展评估方法。

We had the opportunity to visit Voures School, which is a fast-growing, progressive public school located just outside Tampere’s city center. They offer a full on-site health and dental clinic, classrooms in the form of cottages in the woods, and all the other great amenities you would come to expect from a Finnish school. What stood out most at this school was their rich, yet subtle, method of evaluating student development.

▲作为教室的森林里的小木屋。Brad/供图

▲The classroom in the form of cottages in the woods. Photo by Brad Walsh.

走过小班、托儿所和学前班教室，我们被一样东西吸引住了。那里有一整面墙——上面贴满了对话框、拼图、卡片、学生的绘画和笔记。“这是我们的‘分享墙’。我们把学生成长的发展目标以及相应反馈都展示在上面。”诶，这听起来不是一种评估吗？

Walking past the pre-k, daycare and kindergarten classes, something spotted our group’s eye. There was a wall full of speech bubbles, puzzles, cards, student drawings, and notes. “This is our ‘sharing wall’ where we post development goals and feedback on student growth.” Doesn’t that sound like a form of evaluation?

▲芬兰坦佩雷Voures学校的“分享墙”。Brad/供图

▲A "sharing wall" at Voures School inTampere, Finland. Photo by Brad Walsh

Voures与芬兰其他的幼儿教育学校一样专注于五大学习领域：丰富的语言，多元的表达，自我与社区，探索并同环境互动，生长、运动与发展。此中每一个学习领域都有它们各自的定义与标准。

Voures, like all early childhood care schools in Finland focus on five main learning areas: rich world of languages, diverse forms of expression, oneself and their community, exploring and interacting with one’s environment, and growing, moving and developing. Each of these learning areas has their own definition and set of standards.

在分享墙上，老师们以对话框和拼图块的形式贴出了五大学习领域的内容。在每个学期开始及这之后每几周一次的时间里，家长和老师都会见面讨论学生在每个学习领域中可实践的行为发展目标。这样一来，家校之间通过共同解读学习领域目标，理解并达成了教育孩子的共识。

On the sharing wall, the teachers post the five learning areas as speech bubbles and puzzle pieces. At the beginning of each semester, and continuously every few weeks over the semester, the parents and teachers meet to discuss actionable behavior goals for the students in each of the learning areas. By doing so, they create interpretations of these learning areas that are understood and agreed upon by everyone.

▲记录学生成长足迹的学生绘画作品及笔记文档。Brad/供图

▲Student drawings and notes document student growth. Photo by Brad Walsh.

这些行为发展目标会列在每个学习领域旁边，并且是用学生能够理解的语言来表述的，因为学生才是最终动手去习得这些技能的人。

The goals are then listed next to the learning areas. The goals are written in language that the child comprehends, because in the end they are the ones working on developing these skills. 

当学生通过在家或学校进行的多项任务和活动达成这些学习目标后，老师与家长（或学生）以不同的方式将这些进展（例如，文字、绘画等）记录在分享墙上。一学期结束时，学生在墙上的成长足迹会被拍成照片存进学生的档案袋中。

As children accomplish these goals through various tasks and activities at home or at school, parents and teachers (or students) record this development in different forms (i.e. notes, drawings, etc.) on the wall. At the end of the semester, a picture is taken of the wall, and documented in the child’s portfolio.

▲ 来自老师、家长和学生的关于学习目标的行为解释。Brad/供图

▲The behavior interpretations of the learning goal from parents, teachers and students. Photo by Brad Walsh.

从老师的角度来说，使用这样的评估方式也有多种益处。一方面，公开展览目标呈现出了哪些目标是重点，哪些目标还需更多关注。这其实是帮助老师给目标分类，并根据学情确定各类具体的学习目标。另一方面，分享墙能够有效地激励学生完成学习目标。家长、老师和学生能同时为学习目标助力，并公开分享进展，实现了多方共赢的局面。

From the teacher’s standpoint, there are many benefits to using this evaluation method. For one, public presentation of the goals show what are being most targeted and which goals need more attention. This helps teachers differentiate targets, and make learning goals more needs-based. Additionally, the sharing wall method is effective in motivating students to achieve their goals. With parents, teachers and kids providing input on their learning goals and publicly sharing the progress, there is greater buy-in from all parties.

▲学生所记录的关于“好”“一般”“糟糕” 的经历。Brad/供图

▲A student wrote the number of good, so-so, and bad experiences thay had one week in a learning area. Photo by Brad Walsh.

事实上，芬兰的教育系统中的确有评估体系存在，尽管在八年级之前很少有对学生分数性的评级，但对于学生的评估贯穿于整个学习过程，甚至在儿童教育的早期（小班）就开始进行了。这些也许不是我们惯常所见的评估方式，却充分体现出芬兰人偏爱打破常规又还能实现高质量教育的常态。

In reality, the Finnish education system does have an evaluation system. And, it’s even implemented in the early years (as early as pre-kindergarten). This may not be the traditional evaluation format we are used to seeing, but the Finns have shown a penchant for breaking the norm and still delivering effective education.