Part A
Directions: Read the following four texts. Answer the questions below each text by choosing A, B, C or D. (40 points)
The standardized educational or psychological tests that 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, 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.
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 kinds 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, but there are many things they do not do. For example, they don't compensate for gross social inequality, and thus don't tell how able an underprivileged younger might have been had he grown up under more favorable circumstances.
Notes: divert attention from 没有注意到。keep careful score 仔细记分。define vt.界定。
What is the essence of this text?
A.Attacking standardized tests.
B.Don't Blame the test blame the user.
C.Standardized tests and their wide applications.
D.The standardized test—a useful means of assessment.
第1题
A.医院的环境及有关规章制度
B.患者所患疾病的病因
C.患者所患疾病的治疗方案
D.患者的心理护理
E.患者的康复护理
第2题
A、医院的环境及有关规章制度
B、患者所患疾病的病因
C、患者所患疾病的治疗方案
D、患者的心理护理
E、患者的康复护理
第3题
A、患者所患疾病的病因
B、患者所患疾病的治疗原则
C、制订健康教育计划
D、患者的心理护理
E、医院的环境和有关规章制度
第4题
A、患者所患疾病的病因
B、患者所患疾病的治疗原则
C、制订健康教育计划
D、患者的心理护理
E、医院的环境和有关规章制度
第5题
A.患者所患疾病的病因
B.患者所患疾病的治疗原则
C.制定健康教育计划
D.患者的心理护理
E.医院的环境和有关规章制度
第6题
A.通知患者及家属做好出院准备
B.通知患者办理出院手续
C.填写患者出院护理评估单
D.征求患者意见
第7题
A.病人所患疾病的病因
B.病人所患疾病的治疗原则
C.制定健康教育计划
D.病人的心理护理
E.医院的环境和有关规章制度
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