2012鑰冪爺鑻辮緲昏瘧鏈€鍚庡崄涓€棰?_璺ㄨ€冪綉

銆€銆€2012鑰冪爺鑻辮緲昏瘧鏈€鍚庡崄涓€棰?

2012鑰冪爺鑻辮緲昏瘧鏈€鍚庡崄涓€棰?/span>

UNIT1

銆€銆€The standardized educational or psychological test that are widely used to aid in selecting, classifying, assigning, or promoting students, employees, and military personnel have been the target of recent attacks in books, magazines, the daily press, and even in congress. 71) The target is wrong, for in attacking the tests, critics divert attention from the fault that lies with ill-informed or incompetent users. The tests themselves are merely tools, with characteristics that can be measured with reasonable precision under specified conditions. Whether the results will be valuable, meaningless, or even misleading depends partly upon the tool itself but largely upon the user.

銆€銆€All informed predictions of future performance are based upon some knowledge of relevant past performance: school grades, research productivity, sales records, or whatever is appropriate. 72) How well the predictions will be validated by later performance depends upon the amount, reliability, and appropriateness of the information used and on the skill and wisdom with which it is interpreted. Anyone who keeps careful score knows that the information available is always incomplete and that the predictions are always subject to error.

銆€銆€Standardized tests should be considered in this context. They provide a quick, objective method of getting some kinds of information about what a person learned, the skills he has developed, or the kind of person he is. The information so obtained has, qualitatively, the same advantages and shortcomings as other kinds of information. 73) Whether to use tests, other kinds of information, or both in a particular situation depends, therefore, upon the evidence from experience concerning comparative validity and upon such factors as cost and availability.

銆€銆€74) In general, the tests work most effectively when the qualities to be measured can be most precisely defined and least effectively when what is to be measured or predicted cannot be well defined. Properly used, they provide a rapid means of getting comparable information about many people. Sometimes they identify students whose high potential has not been previously recognized, but there are many things they do not do. 75) For example, they do not compensate for gross social inequality, and thus do not tell how able an underprivileged youngster might have been had he grown up under more favorable circumstances.

銆€2012鑰冪爺鑻辮緲昏瘧鏈€鍚庡崄涓€棰?絳旀

UNIT1

銆€銆€71. 鎶婃爣鍑嗗寲嫻嬭瘯浣滀負(fù)鎶ㄥ嚮鐩爣鏄敊璇殑錛屽洜涓哄湪鎶ㄥ嚮榪欑被嫻嬭瘯鏃訛紝鎵硅瘎鑰呬笉鑰冭檻鍏跺紛鐥呮潵鑷漢浠嫻嬭瘯涓嶇敋浜?jiǎn)瑙ｆ垨鋴社敤涓嶅綋銆?span lang="EN-US">

銆€銆€72. 榪欎簺棰勬祴鍦ㄥ澶х▼搴︿笂涓哄悗鏉ョ殑琛ㄧ幇鎵€璇佸疄錛岃繖鍙栧喅浜庢墍閲囩敤淇℃伅鐨勬暟閲忋€佸彲闈犳€у拰閫傚疁鎬э紝浠ュ強(qiáng)瑙ｉ噴榪欎簺淇℃伅鐨勬妧鑳藉拰鎵嶆櫤銆?span lang="EN-US">

銆€銆€73. 鍥犳錛屽湪鏌愪竴鐗瑰畾鎯呭喌涓嬶紝絀剁珶鏄噰鐢ㄦ祴璇曡繕鏄叾浠栫綾葷殑淇℃伅錛屾垨鏄袱鑰呭悓鏃朵嬌鐢紝欏誨嚟鏈夊叧鐩稿鏁堝害鐨勭粡楠屼緷鎹€屽畾錛屼篃鍙栧喅浜庤濡傝垂鐢ㄥ拰鏈夋棤鏉ユ簮絳夊洜绱犮€?span lang="EN-US">

銆€銆€74. 涓€鑸湴璇達(dá)紝褰撴墍瑕佹祴瀹氱殑鐗瑰緛鑳藉緢綺劇‘鍦扮晫瀹氭椂錛屾祴璇曟渶涓烘湁鏁?span lang="EN-US">;鑰屽綋鎵€瑕佹祴瀹氭垨棰勬祴鐨勪笢瑗夸笉鑳芥槑紜湴鐣屽畾鏃訛紝嫻嬭瘯鐨勬晥鏋滃垯鏈€宸€?span lang="EN-US">

銆€銆€75. 渚嬪錛屾祴璇曞茍涓嶅譏琛ユ槑鏄劇殑紺句細(xì)涓嶅叕;鍥犳錛屽畠浠笉鑳借鏄庝竴涓墿璐ㄦ潯浠跺樊鐨勫勾杞諱漢錛屽鏋滃湪杈冨ソ鐨勭幆澧冧笅鎴愰暱鐨勮瘽錛屼細(xì)鏈夊澶ф墠騫層€?span lang="EN-US">

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