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九月伊始，

SCFLS國際高中部的全體教師協作備課會議在圖書館如期舉行。

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

此次會議對標準化評估進行了系統的探究學習。

在研讀資料、交流討論和實操演練的活動中，老師們對標準化評估的意義價值、具體步驟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.

衡量或是評判某事或是某物的數量、價值、質量或是重要性的行為，或是為之所作的判斷或是決定。（劍橋字典）

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)

教學評價通過教學評估行為來具體實現。

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

在國際教育評價體系中“分數、排名、升學率“等概念相對淡化，學生學業評估主要由任課教師自主開展，著眼于每一位學生獲得更大進步，注重自由度和個性化的同時，也對有效而又準確地把握學生能力和知識水平提出了更大的挑戰。

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.

蘇州外國語學校相城校區的高中部教師根據大綱自主選擇教材開展教學，在同一個學校的不同年級，學生使用的教材可能都不一樣。因此，學生學業進展也由任課教師自主組織考試來檢驗。

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. 

教師不根據考試成績對學生進行排名，僅就學生當前的學習表現進行評估，學生以前的表現和其他同學的表現都不會影響評估的結果，這有助于老師對學生的表現做出可靠評價和有效反饋，了解學生的薄弱點，調整教學方法，優化教學設計，并對學習有困難的學生進行重點輔導，也鼓勵學生成長為獨立的學習者，明確學習目標和要求，反思和調整自己的學習行為，以達到學習效果的最大化。

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.