九月伊始，

SCFLS国际高中部的全体教师协作备课会议在图书馆如期举行。

The collaborative planning of the SCFLS international senior high school teachers was held in the library at the beginning of September.

此次会议对标准化评估进行了系统的探究学习。

在研读资料、交流讨论和实操演练的活动中，老师们对标准化评估的意义价值、具体步骤和方法策略等都有了深刻的理解。

Focusing on the systematic learning and inquiring of the standards-based assessment, teachers had a much deeper understanding about the meaning, major procedures and methods of standards-based assessment through material reading, discussions and real practices.

衡量或是评判某事或是某物的数量、价值、质量或是重要性的行为，或是为之所作的判断或是决定。（剑桥字典）

The act of judging or deciding the amount,value,quality,or importance of something, or the judgment or decision that is made. (Cambridge Dictionary)

The act of judging or deciding the amount,value,quality,or importance of something, or the judgment or decision that is made. (Cambridge Dictionary)

教学评价通过教学评估行为来具体实现。

Teaching assessment is achieved by the action of implementing teaching evaluations.

在国际教育评价体系中“分数、排名、升学率“等概念相对淡化，学生学业评估主要由任课教师自主开展，着眼于每一位学生获得更大进步，注重自由度和个性化的同时，也对有效而又准确地把握学生能力和知识水平提出了更大的挑战。

In the assessment system of international education, the concepts such as grades, ranks, and progression rates are relatively weaker. Therefore, students’ learning assessment is mainly conducted by subject teachers themselves, focusing on helping each student to make further progress. This can on the other hand, pose a much bigger challenge for teachers to effectively and accurately grasp students’ abilities and knowledge proficiency.

苏州外国语学校相城校区的高中部教师根据大纲自主选择教材开展教学，在同一个学校的不同年级，学生使用的教材可能都不一样。因此，学生学业进展也由任课教师自主组织考试来检验。

SCFLS senior high school teachers carry out teaching with the materials chosen by themselves according to the course outline of their own. Although students are in the same grade of the same school, their textbooks can still vary from one another. Thus, subject teachers will organize exams to monitor students’ academic progress. 

教师不根据考试成绩对学生进行排名，仅就学生当前的学习表现进行评估，学生以前的表现和其他同学的表现都不会影响评估的结果，这有助于老师对学生的表现做出可靠评价和有效反馈，了解学生的薄弱点，调整教学方法，优化教学设计，并对学习有困难的学生进行重点辅导，也鼓励学生成长为独立的学习者，明确学习目标和要求，反思和调整自己的学习行为，以达到学习效果的最大化。

Teachers won’t rank the students according to their exam scores, but only make assessments based on students’ current academic performance. Their prior and other students’ performances have no influence on the results, which can help the teachers to make reliable and effective feedback to the students, learn about their weaknesses, adjust the teaching methods, optimize the lesson plans, focus mainly on educating those left-behind students, and encourage students to become independent learners with specific learning objectives and requirements in mind, so that they could timely reflect and adjust their learning behaviours to achieve the optimized learning outcomes.