2012考研��p�����译最后十一�?_跨考网

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　　2012考研��p�����译最后十一�?

　　2012考研��p�����译最后十一�?/span>

　　UNIT1

　　The standardized educational or psychological test that are widely used to aid in selecting, classifying, 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. 71) 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: school grades, research productivity, sales records, or whatever is appropriate. 72) 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 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. 73) Whether to use tests, other kinds of information, or both in a particular situation depends, therefore, upon the evidence from experience concerning comparative validity and upon such factors as cost and availability.

　　74) In general, the tests work most effectively when the qualities to be measured can be most precisely defined and least effectively when what is to be measured or predicted cannot be well defined. 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. 75) For example, they do not compensate for gross social inequality, and thus do not tell how able an underprivileged youngster might have been had he grown up under more favorable circumstances.

　　2012考研��p�����译最后十一�?�{�案

　　UNIT1

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　　72. �q�些预测在多大程度上为后来的表现所证实�Q�这取决于所采用信息的数量、可靠性和适宜性，以及(qi��ng)解释�q�些信息的技能和才智�?span lang="EN-US">

　　73. 因此�Q�在某一特定情况下，�I�竟是采用测试还是其他种�cȝ��信息�Q�或是两者同时��用，���d��有关相对效度的经验依据而定�Q�也取决于诸如费用和有无来源�{�因素�?span lang="EN-US">

　　74. 一般地��_(d��)��当所要测定的特征能很�_����地界定时�Q�测试最为有�?span lang="EN-US">;而当所要测定或预测的东西不能明���地界定�Ӟ�����试的效果则最差�?span lang="EN-US">

　　75. 例如�Q�测试�ƈ不��I补明昄����C�会(x��)不公;因此�Q�它们不能说明一个物质条件差的年��M�h�Q�如果在较好的环境下成长的话�Q�会(x��)有多大才�q�Ӏ?span lang="EN-US">