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類型---文教：學(xué)校教育322詞，建議時間---8分鐘
The standardized educational or psychological tests, which are widely used to aid in selecting, 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. 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. Whether the results will be valuable, meaningless, or even misleading depends partly upon the tool itself but largely upon the user.
All informed predictions of future performance are based upon some knowledge of relevant past performance. 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.
Standardized tests should be considered in this context: they provide a quick, objective method of getting some kind of information about what a person has 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. Whether to use tests, other kinds of information, or both in a particular situation depends, therefore, upon the empirical evidence concerning comparative validity and upon such factors as cost and availability.
In general, the tests work most effectively when the traits or qualities to be measured can be most precisely defined ( for example, ability to do well in a particular course of training program ) and least effectively when what is to be measured or predicted cannot be well defined, for example, personality or creativity. 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.
1. In this passage, the author is primarily concerned with _________.
A. the necessity of standardized tests
B. the validity of standardized tests
C. the method used in interpreting the results of standardized tests.
D. the theoretical grounds of standardized tests.
2. We can infer from the passage that _______.
A. standardized tests should no longer be used.
B. results of standardized tests accurately reflect the abilities of the testees
C. the value of standardized tests lies in their proper interpretation
D. special methods must be applied to the result of standardized tests.
3. The word “empirical” (Line 6, Para.3) most probably means “ ___________”
A. theoretical
B. critical
C. indisputable
D. experiential
4. According to the passage, standardized tests work work most effectively when ____________.
A. the user knows how to interpret the results in advance.
B. the objectives are most clearly defined.
C. the persons who take the test are intelligent or skillful.
D. they measure the traits or qualities of the tests
5. The author’s attitude toward standardized tests could be described as _______.
A. positive
B. critical
C. prejudiced
D. indifferent.
難句突破：
★The standardized educational or psychological tests, （which are widely used to aid [in selecting, 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.]
【分析】復(fù)合句。主句主語帶有一個很長的非限定性定語從句，由which引導(dǎo)。從句中還有三個并列的動名詞短語。
★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.)
【分析】復(fù)合句。how引導(dǎo)的從句作主語從句。主句的謂語有兩個并列的部分，and 與on之間省略了第二個謂語動詞depends。which引導(dǎo)一個定語從句。
答案,解題思及,全文翻譯：
DDDBA
解題思路
1 選D。主旨大意題。第一段是給出話題，作為主題內(nèi)容的第二、三段都是對標(biāo)準(zhǔn)花測試的理論基礎(chǔ)的介紹。
2 選D。推理判斷題。第二段提到，要進(jìn)行準(zhǔn)確預(yù)測必須有兩個條件，一個是獲得的信息本身，另一個是對所獲得的信息進(jìn)行分析。所以對于標(biāo)準(zhǔn)化測試所獲得的信息，也必須使用特殊的方法進(jìn)行分析。因此D正確。原文中，作者是反對抨擊標(biāo)準(zhǔn)化考試的。因此A“標(biāo)準(zhǔn)化考試不應(yīng)再使用”可排除。測試結(jié)果是否有效，取決與很多因素，B過于絕對。標(biāo)準(zhǔn)化測試的價值在于它的快速和客觀性，所以C錯誤。
3 選D。語意理解題。前句提到通過標(biāo)準(zhǔn)化測試所獲得的信息與其他信息一樣有缺點(diǎn)，也有優(yōu)點(diǎn)。那么到底采用哪種信息，就應(yīng)該根據(jù)以往實(shí)際應(yīng)用效果為依據(jù)的意見。 D正是。ABC分別是：理論上的，緊要的，無可爭辯的。
4 選B。事實(shí)細(xì)節(jié)題。文章最后一段提到，當(dāng)所要測定的特性能被很準(zhǔn)確地界定時，測試最為有效。
5 選A。 觀點(diǎn)態(tài)度題。文章第一段中作者就提出不應(yīng)該抨擊標(biāo)準(zhǔn)化考試；弊病不在測試本身，而在使用者。最后提出如果使用得當(dāng)，標(biāo)準(zhǔn)化考試能為人民提供游泳的比較信息。綜上所述，可知作為對標(biāo)準(zhǔn)化測試是持肯定態(tài)度的。ABCD分別為：肯定的，批評的，有偏見的，不關(guān)心的。
全文翻譯
標(biāo)準(zhǔn)化的教育或心理測試，目前廣泛應(yīng)用與對學(xué)生、員工和軍事人員的篩選、分配或晉升工作。不過它近來成了各種圖書、雜志、日報甚至議會的抨擊對象。他們的抨擊目標(biāo)選錯了，因?yàn)樵谂険暨@類測試時，批評者沒有注意到，測試的弊病來自人們對測試不太了解或使用不當(dāng)。測試本身只是一個工具。其結(jié)果是否有價值，是否無意義或者是否產(chǎn)生誤導(dǎo)，除了取決于測試本身，主要取決于使用測試的人
所有對未來表現(xiàn)的準(zhǔn)確推測都基于對過去恩德相關(guān)表現(xiàn)的了解。這些測試在多大程度上會被后來的表現(xiàn)所證實(shí)，取決于預(yù)測所采用信息的量、可靠性和相關(guān)性，以及對這些信息進(jìn)行分析所需要的技能和才智。一個謹(jǐn)慎的人都會知道，可用的信息總是不夠全面的，而那些推測也總會有出錯的地方。
要對標(biāo)準(zhǔn)化測試進(jìn)行評價，首先就應(yīng)該知道，這種測試提供的是一種迅速而客觀地獲取一個人的學(xué)識，技能或個人品質(zhì)的相關(guān)信息的方法。所獲得的信息，從質(zhì)量上來講，與其他信息一樣，既有缺點(diǎn)也有優(yōu)點(diǎn)。因此在某一特定情況下，究竟是采用測試還是其他種類的信息，或是兩者兼用，須憑關(guān)于相對效度的經(jīng)驗(yàn)依據(jù)而定，還取決于諸如費(fèi)用和實(shí)用性等因素。
一般而言，當(dāng)所要測定的特性能被準(zhǔn)確的界定時（比如出色完成某個特殊訓(xùn)練項(xiàng)目的能力），測試效果會非常好，而當(dāng)所要測定或預(yù)測的東西不能被準(zhǔn)確地界定時（比如個性或創(chuàng)造力），測試效果會非常差。只要使用得當(dāng)，這種測試是獲得很多人的可比較信息的快捷方法，有時候還能夠發(fā)現(xiàn)一些之前沒有發(fā)現(xiàn)的潛力很大的大學(xué)生。
adj. 有定義的，確定的；清晰的，輪廓分明的 v. 使
