Passage Three 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.
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.
ID：9121-11885 Interestingly, __1__ Chaplin came from Britain, he was __2__ popular in other countries than in his own mother country. The truth is that most English people __3__ the Tramp a little __4__. It was generally thought __5__ them that he had __6__ of an eye for the ladies __7__ his clothes gave him an appearance more __8__ an Italian waiter than __9__ else. __10__ the image was not gentleman-like according to many English people. __11__, the silent movies helped Chaplin to __12__ his true nationality from American audiences. He __13__ making a talking movie __14__ 1936 when he __15__ a nonsense language which sounded like no known nationality. He __16__ said he thought of the Tramp __17__ an educated man who had fallen __18__ hard times. The truth is, however, that he was probably popular because he __19__ as character who revolted __20__ the privileged classes. 17 A for B by C as D with
ID：9121-12978（本题为引用材料试题，请根据材料回答以下问题） If a mother adds “but” to an apology, ________. A) she doesn’t feel that she should have apologized B) she does not realize that the child has been hurt C) the child may find the apology easier to accept D) the child may feel that he owes her an apology
ID：9121-12904 The climate has changed too much and too quickly: this is why the wild animal _______ is becoming more and more difficult every year. A. rescue B. survival C. surrender D. living
ID：9121-12432（本题为引用材料试题，请根据材料回答以下问题） Which of the following is INCORRECT? A. This procession has a long history. B. The procession has wide influence. C. The procession occurs in countries with traditional Roman Catholic culture only. D. The procession may originate from 16th century.
Houses in equatorial countries _______. A. are light and airy B. have steep roofs C. are always built on stilts D. are built to shelter from the harsh elements
