同等学历人员申请硕士学位英语水平模拟试题四(二)(2)

Passage 6

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, with characteristics that can be measured with reason able precision under specified condition. 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 3ppropriateness 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.
57. what is the essence of this passage?
A. All the standardized tests, though widely used, are for the most part misleading.
B. Don’t blame the test-blame the user.
C. When a student is nervous or ill, the test results are inaccurate.
D. Educators are gradually losing confidence in the value of the tests .
58. The selection implies that, more often , the value of an educational test rests with _______.
A. the interpretation of results B. the testes
C. the test itself D. the direction
59. The word "empirical"(Para. 3) most probably means _______.
A. theoretical B. critical
C. relying on observation and experiment D. indisputable
60. According to the passage, which of the following statements is not true?
A. Some students "shine" unexpectedly.
B. Predictions do not always hold true.
C. Personality tests often fail to measure the true personality.
D. The supervisor of the test must be well trained.

培训教学参考信息

同等学历人员申请硕士学位英语水平模拟试题四(二)
同等学历人员申请硕士学位英语水平模拟试题四(一)(5)
同等学历人员申请硕士学位英语水平模拟试题四(一)(4)
同等学历人员申请硕士学位英语水平模拟试题四(一)(3)
同等学历人员申请硕士学位英语水平模拟试题四(一)(2)
同等学历人员申请硕士学位英语水平模拟试题四(一)
同等学历人员申请硕士学位英语水平模拟试题二(三)(6)
同等学历人员申请硕士学位英语水平模拟试题二(三)(6)
同等学历人员申请硕士学位英语水平模拟试题二(三)(5)
同等学历人员申请硕士学位英语水平模拟试题二(三)(4)
同等学历人员申请硕士学位英语水平模拟试题二(三)(3)
同等学历人员申请硕士学位英语水平模拟试题二(三)(2)
同等学历人员申请硕士学位英语水平模拟试题二(三)
同等学历人员申请硕士学位英语水平模拟试题二(二)(5)
同等学历人员申请硕士学位英语水平模拟试题二(二)(4)
同等学历人员申请硕士学位英语水平模拟试题二(二)(3)
同等学历人员申请硕士学位英语水平模拟试题二(二)(2)
同等学历人员申请硕士学位英语水平模拟试题二(二)
同等学历人员申请硕士学位英语水平模拟试题二(一)(5)
同等学历人员申请硕士学位英语水平模拟试题二(一)(4)
同等学历人员申请硕士学位英语水平模拟试题二(一)(3)
同等学历人员申请硕士学位英语水平模拟试题二(一)(2)
同等学历人员申请硕士学位英语水平模拟试题二(一)
同等学历人员申请硕士学位英语水平模拟试题一（答案）
同等学历人员申请硕士学位英语水平模拟试题一（5）(2)
同等学历人员申请硕士学位英语水平模拟试题一（5）
同等学历人员申请硕士学位英语水平模拟试题一（4）(2)
同等学历人员申请硕士学位英语水平模拟试题一（4）
同等学历人员申请硕士学位英语水平模拟试题一（3）
同等学历人员申请硕士学位英语水平模拟试题一（1）(2)