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2009年12月英語(yǔ)四級(jí)閱讀考試訓(xùn)練(七)

作者：不詳 　 發(fā)布時(shí)間：2009-11-18 14:43:34　 來(lái)源：網(wǎng)絡(luò)
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　　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.
　　答案：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(duì)標(biāo)準(zhǔn)花測(cè)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(cè)必須有兩個(gè)條件，一個(gè)是獲得的信息本身，另一個(gè)是對(duì)所獲得的信息進(jìn)行分析。所以對(duì)于標(biāo)準(zhǔn)化測(cè)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(duì)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(cè)試結(jié)果是否有效，取決與很多因素，B過(guò)于絕對(duì)。標(biāo)準(zhǔn)化測(cè)試的價(jià)值在于它的快速和客觀性，所以C錯(cuò)誤。
　　3 選D。語(yǔ)意理解題。前句提到通過(guò)標(biāo)準(zhǔn)化測(cè)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(jiàn)。 D正是。ABC分別是：理論上的，緊要的，無(wú)可爭(zhēng)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(cè)定的特性能被很準(zhǔn)確地界定時(shí)，測(cè)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(cè)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(duì)標(biāo)準(zhǔn)化測(cè)試是持肯定態(tài)度的。ABCD分別為：肯定的，批評(píng)的，有偏見(jiàn)的，不關(guān)心的。
　　全文翻譯
　　標(biāo)準(zhǔn)化的教育或心理測(cè)試，目前廣泛應(yīng)用與對(duì)學(xué)生、員工和軍事人員的篩選、分配或晉升工作。不過(guò)它近來(lái)成了各種圖書、雜志、日?qǐng)?bào)甚至議會(huì)的抨擊對(duì)象。他們的抨擊目標(biāo)選錯(cuò)了，因?yàn)樵谂険暨@類測(cè)試時(shí)，批評(píng)者沒(méi)有注意到，測(cè)試的弊病來(lái)自人們對(duì)測(cè)試不太了解或使用不當(dāng)。測(cè)試本身只是一個(gè)工具。其結(jié)果是否有價(jià)值，是否無(wú)意義或者是否產(chǎn)生誤導(dǎo)，除了取決于測(cè)試本身，主要取決于使用測(cè)試的人。
　　所有對(duì)未來(lái)表現(xiàn)的準(zhǔn)確推測(cè)都基于對(duì)過(guò)去恩德相關(guān)表現(xiàn)的了解。這些測(cè)試在多大程度上會(huì)被后來(lái)的表現(xiàn)所證實(shí)，取決于預(yù)測(cè)所采用信息的量、可靠性和相關(guān)性，以及對(duì)這些信息進(jìn)行分析所需要的技能和才智。一個(gè)謹(jǐn)慎的人都會(huì)知道，可用的信息總是不夠全面的，而那些推測(cè)也總會(huì)有出錯(cuò)的地方。
　　要對(duì)標(biāo)準(zhǔn)化測(cè)試進(jìn)行評(píng)價(jià)，首先就應(yīng)該知道，這種測(cè)試提供的是一種迅速而客觀地獲取一個(gè)人的學(xué)識(shí)，技能或個(gè)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(lái)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(cè)試還是其他種類的信息，或是兩者兼用，須憑關(guān)于相對(duì)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(cè)定的特性能被準(zhǔn)確的界定時(shí)(比如出色完成某個(gè)特殊訓(xùn)練項(xiàng)目的能力)，測(cè)試效果會(huì)非常好，而當(dāng)所要測(cè)定或預(yù)測(cè)的東西不能被準(zhǔn)確地界定時(shí)(比如個(gè)性或創(chuàng)造力)，測(cè)試效果會(huì)非常差。只要使用得當(dāng)，這種測(cè)試是獲得很多人的可比較信息的快捷方法，有時(shí)候還能夠發(fā)現(xiàn)一些之前沒(méi)有發(fā)現(xiàn)的潛力很大的大學(xué)生。
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