九月伊始，

SCFLS國(guó)際高中部的全體教師協(xié)作備課會(huì)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(huì)議對(duì)標(biāo)準(zhǔn)化評(píng)估進(jìn)行了系統(tǒng)的探究學(xué)習(xí)。

在研讀資料、交流討論和實(shí)操演練的活動(dòng)中，老師們對(duì)標(biāo)準(zhǔn)化評(píng)估的意義價(jià)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(píng)判某事或是某物的數(shù)量、價(jià)值、質(zhì)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(xué)評(píng)價(jià)通過(guò)教學(xué)評(píng)估行為來(lái)具體實(shí)現(xiàn)。

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

在國(guó)際教育評(píng)價(jià)體系中“分?jǐn)?shù)、排名、升學(xué)率“等概念相對(duì)淡化，學(xué)生學(xué)業(yè)評(píng)估主要由任課教師自主開(kāi)展，著眼于每一位學(xué)生獲得更大進(jìn)步，注重自由度和個(gè)性化的同時(shí)，也對(duì)有效而又準(zhǔn)確地把握學(xué)生能力和知識(shí)水平提出了更大的挑戰(zhàn)。

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(guó)語(yǔ)學(xué)校相城校區(qū)的高中部教師根據(jù)大綱自主選擇教材開(kāi)展教學(xué)，在同一個(gè)學(xué)校的不同年級(jí)，學(xué)生使用的教材可能都不一樣。因此，學(xué)生學(xué)業(yè)進(jìn)展也由任課教師自主組織考試來(lái)檢驗(yàn)。

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(jù)考試成績(jī)對(duì)學(xué)生進(jìn)行排名，僅就學(xué)生當(dāng)前的學(xué)習(xí)表現(xiàn)進(jìn)行評(píng)估，學(xué)生以前的表現(xiàn)和其他同學(xué)的表現(xiàn)都不會(huì)影響評(píng)估的結(jié)果，這有助于老師對(duì)學(xué)生的表現(xiàn)做出可靠評(píng)價(jià)和有效反饋，了解學(xué)生的薄弱點(diǎn)，調(diào)整教學(xué)方法，優(yōu)化教學(xué)設(shè)計(jì)，并對(duì)學(xué)習(xí)有困難的學(xué)生進(jìn)行重點(diǎn)輔導(dǎo)，也鼓勵(lì)學(xué)生成長(zhǎng)為獨(dú)立的學(xué)習(xí)者，明確學(xué)習(xí)目標(biāo)和要求，反思和調(diào)整自己的學(xué)習(xí)行為，以達(dá)到學(xué)習(xí)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.