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.
According to the passage, standardized tests 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
ID：9121-13183 Critics believe that the control of television by mass advertising has ______ the quality of the programs. A. lessened B. affected C. effected D. declined
ID：9121-12419 Directions: There are 20 blanks in the following passage. For each blank there are four choices marked A, B, C and D. You should choose the one that best fits into the passage. Then mark the corresponding answer on ANSWER SHEET.
The kids who grew up on “Star Trek” can’t find ___36___ way around Earth. Americans can___37___direct to England, but only half can find it on a map of Europe. They can fly almost___ 38___in the United States for a few hundred dollars, but they put New York State in 37 placed on both coasts. When they look for the United States__39___ , they spot it in China, Australia, Brazil, the Soviet Union, India and Botswana. For people who are supposed to be leaders of the__40 __world, Americans are___41 ___ dumb, according to a survey conducted for the National Geographic Society. In many school systems, geography has been mixed with history___42___melted down into social studies. Social studies has been processed into “teacher resource packages” and___43___of good writing, excitement, color and any ideas that aren’t simplistic, too__44___and too deadening to hold students’ attention. In the last few years, evidence of America’s educational__45___has prompted hundreds of studies, generated baskets___46___legislation and moved parents into advocacy groups. But there’s little to show that the trend has been___47___. No matter___48___you try, you can’t make it seem funny that many Americans say pandas come from Panama, the Summer Olympic Games were held in Vietnam or___49___ Iraq, and Columbus was trying to get to Europe when he bumped into___ 50___. 36. A. it’s B. the C. their D. a 37. A. write B. fly C. dial D. drive 38. A. somewhere B. anywhere C. anytime D. everywhere 39. A. itself B. themselves C. for themselves D. by itself 40. A. tough B. free C. cruel D. real 41. A. geographically B. especially C. somewhat D. extremely 42. A. and B. or C. which D. while 43. A. dreamed B. consisted C. cheated D. robbed 44. A. dark B. bright C. yellow D. gray 45. A. priority B. inferiority C. short backs D. controversy 46. A. full of B. with C. according to D. out of 47. A. stopped B. followed C. reversed D. appreciated 48. A. how B. if C. whether D. don’t 49. A. may be B. on the contrary C. instead D. maybe 50. A. the Pacific B. Spain C. the Atlantic D. America
ID：9121-12282 We have arranged to go to the cinema on Friday, but we can be _______ and go another day. A. reliable B. probable C. feasible D. flexible
ID：9121-13045 Directions: In this semester you are required to read 3 or 4 English novels. Please choose your favorite novel and write a summary in your own words with at least 150 words.
ID：9121-12372（本题为引用材料试题，请根据材料回答以下问题） Which of the following symptoms will distinguish the flu from a cold? A. A stuffy nose. B. A high temperature. C. A sore throat. D. A dry cough.
