The standardized educational or psychological tests that 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 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. 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 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, but there are many things they do not do. For example, they don’t compensate for gross social inequality, and thus don’t tell how able an underprivileged younger might have been had he grown up under more favorable circumstances.
Notes: divert attention from 没有注意到。keep careful score 仔细记分。define vt.界定。had he grown up...
The selection implies that, more often, the value of an educational test rests with

A:the interpretation of test results. B:the analysis of the students tested. C:the skill and wisdom of the test itself. D:the accuracy of the information provided.

The standardized educational or psychological tests, that 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 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. 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 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, but there are many things they do not do. For example, they don’t compensate for gross social inequality, and thus don’t tell how able an underprivileged younger might have been had he grown up under more favorable circumstances.
The selection implies that, more often, the value of an educational test rests with

A:the interpretation of test results. B:the analysis of the students tested. C:the skill and wisdom of the test itself. D:the accuracy of the information provided.

Every morning, kids from a local high school are working hard. They are making and selling special coffee at a coffee café. They are also making a lot of money.
These students can make up to twelve hundred dollars a day. They are selling their special coffee to airplane passengers. After the students get paid, the rest of the money goes to helping a local youth project.
These high school students use a space in the Oakland airport. It is usually very crowded. Many people who fly on the planes like to drink the special coffee.
One customer thinks that the coffee costs a lot but it is good and worth it. Most customers are pleasant but some are unhappy. They do not like it if the coffee care is not open for business.
The students earn $6.10 an hour plus tips. They also get school credit while they learn how to run a business. Many of the students enjoy the work although it took some time to learn how to do it.
They have to learn how to steam milk, load the pots, and add flavor. It takes some skill and sometimes mistakes are made. The most common mistake is forgetting to add the coffee.

Based on the passage, it seems that the purpose of the café is to（　）

A:learn a skill B:help a youth project C:do business D:earn school credit

Every morning, kids from a local high school are working hard. They are making and selling special coffee at a coffee cafe. They are also making a lot of money.
These students can make up to twelve hundred dollars a day. They are selling their special coffee to airplane passengers. After the students get paid, the rest of the money goes to helping a local youth project.
These high school students use a space in the Oakland airport. It is usually very crowded. Many people who fly on the planes like to drink the special coffee.
One customer thinks that the coffee costs a lot but it is good and worth it. Most customers are pleasant but some are unhappy. They do not like it if the coffee cafe is not open for business.
The students earn $ 6.10 an hour plus tips. They also get school credit while they learn how to run a business. Many of the students enjoy the work although it took some time 1o learn how to do it.
They have to learn how to steam milk, load the pots, and add flavor. It takes some skill and sometimes mistakes are made. The most common mistake is forgetting to add the coffee.
Based on the passage, it seems that the purpose of the cafe is to______.

A:learn a skill B:help a youth project C:do business D:earn school credit

Every morning, kids from a local high school are working hard. They are making and selling special coffee at a coffee car6. They are also making a lot of money.
These students can make up to twelve hundred dollars a day. They are selling their special coffee to airplane passengers. After the students get paid, the rest of the money goes to helping a local youth project.
These high school students use a space in the Oakland airport, h is usually very crowded. Many people who fly on the planes like to drink the special coffee.
One customer thinks that the coffee costs a lot but it is good and worth it. Most customers are pleasant but some are unhappy. They do not like it if the coffee cafe is not open for business.
The students earn $ 6.10 an hour plus tips. They also get school credit while they learn how to run a business. Many of the students enjoy the work although it took some time to learn how to do it.
They have to learn how to steam milk, load the pots, and add flavor. It takes some skill and sometimes mistakes are made. The most common mistake is forgetting to add the coffee.
Based on the passage, it seems that the purpose of the cafe is to ______.

A:learn a skill B:help a youth project C:do business D:earn school credit

An example of a job skill is ______.

A:cooking pizza B:working well with people C:accepting responsibility D:organizing projects

Directions: There are five reading passages in this part. Each passage is followed by four questions. For each question there are four suggested answers marked A, B, C and D. Choose one best answer and blacken the corresponding letter On the Answer Sheet.
Passage One

Based on the passage, it seems that the purpose of the cafe is to______.

A:learn a skill B:help a youth project C:do business D:earn school credit

Pronouncing a language is a skill. Every normal person is an expert in the skill of pronouncing his own language; but few people are even fairly proficient at pronouncing foreign languages. Now there are many reasons for this, some obvious, some perhaps not so obvious. But I suggest that the basic reason why people in general do not speak foreign languages very much better than they do native language is that they fail to understand the true nature of the problem of learning to pronounce. Far too many people fail to realize that pronouncing a foreign language is a skill--one that needs careful training of a special kind, and one that cannot be gained by just leaving it to take care of itself. I think even teachers of language, while realizing the importance of a good accent, often neglect, in their practical teaching, the branch of study concerned with speaking the language. So the first point I want to make is that English pronunciation must be taught; the teacher should be prepared to devote some of the lesson time to this, and get the student to feel that here is a matter worthy of receiving his close attention. So, there should be occasions when other aspects of English, such as grammar or spelling, are allowed for the moment to take second place.
Besides this question of the time given to pronunciation, there are two other requirements for the teacher: the first, knowledge; the second, technique.
It is also possible to get a clear mental picture of the relationship between the sounds of different languages, between the speech habits of English people and those, say, of your students. Unless the teacher has such a picture, any comments he may make on his students’ pronunciation are unlikely to be of much use, and lesson time spent on pronunciation may well be time wasted.
What does the author say about pronouncing foreign language

A:Every normal person is an expert in the skill of pronouncing foreign languages. B:It is difficult for people to pronounce foreign languages. C:No one is really an expert in the skill of pronouncing foreign languages. D:There are not many people who are even fairly good at it.