Comprehensive-ability

In order to better meet the individualized development needs of students, the students will be assessed of their admission qualification before the beginning of the study, which includes students’ personality colors, learning characteristics and comprehensive ability. The evaluation results will serve as theoretical basis for the development of the student’s personalized teaching plan, and will provide guidance for teachers to adopt appropriate teaching methods for the student. After students participate in the study, formative assessments and summative assessments will be conducted to encourage them to learn, help them regulate their learning process, and to be tested their overall mastery of the learning content.

Assessment

This assessment is based on the “Theory of Personality” that originated in the 19th century and was continuously developed, using red, yellow, blue, green and other colors to interpret the character traits of different students. It helps students understand their personality so that parents and teachers are able to properly guide them to achieve more harmonious interpersonal relationships in the future.
Personality-colors

This assessment is based on the “Multiple Intelligence Theory” proposed by Mr. Howard, professor of psychology and education at the Harvard Graduate School of Education in the 1980s, which evaluates the students’ physical intelligence (study from movement), intelligent language (study from listening), image intelligence (study from looking) and digital intelligence (study from numbers) in order to be identified the learning mode, which the student uses most frequently. This will help parents and teachers to adopt the most acceptable and understandable way for students, which is also the most effective way, to conduct daily tutoring, and to support their development and progress.

Learning-characteristics

This assessment has been revised and updated since the 1970s and has undergone six systematic revisions. It collects and analyzes the relevant data of the comprehensive ability of a large number of students around the world, and its normativity has been verified and effectively improved. The assessment covers the testing of the skills and behaviors of students of all ages. The main areas include: Growth and development, language development and academic skills/cognition, providing professional data support for parents and teachers to educate students, to understand their development and to guide their personalized development.

Comprehensive-ability

Formative assessment provides information for planning of the next phase of learning. It is combined with learning to help teachers and students to understand what students already know and what they can do. At the same time, it is directly linked to teaching and works purposefully together. Formative assessments aim to promote learning by regular and frequent feedback. It helps students to improve their understanding, mastery and application of knowledge, to increase their learning enthusiasm, to think deeply, to cultivate self-reflective ability and recognize the standard of success.

Formative

Summative assessment is the climax of the teaching and learning process, providing students with the opportunity to demonstrate what they have learned, by examining the student’s learning process and the teacher’s teaching process, and measuring students’ understanding of what they have learned. The summary results of the intelligent development of students in the whole process of teaching are evaluated, so that teachers are able effectively to judge whether the educational results and effectiveness of the whole process has reached the predetermined goals.

Summative