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Types of ExaminationsAn examination falls into one of two main categories: the objective e

Types of Examinations

An examination falls into one of two main categories: the objective exam and the subjective exam. Each type has certain advantages and disadvantages, depending upon the course, content, and purpose of the exam.

OBJECTIVE EXAMINATIONS. There are numerous variations of this type of exam. Basically, in an objective exam you are limited to selecting the right answer from a group of possible answers. You do not write anything; you merely decide whether the answer opposite A, B,C, or D is correct. This ex am is considered to be objective in two ways:(1)Each student has an equal chance; he must merely choose the correct answer from the same list of alternatives, therefore he has no opportunity to express a different attitude or personal opinion.(2)The judgment and personality of the teacher cannot influence the correction in any way. Indeed, many objective tests are scored by machines.

This type of exam may be graded more quickly and objectively than the subjective type, but it is not necessarily more reliable. An objective exam requires you only to recognize rather than to reproduce what you have learned. Although a well-constructed objective exam can require you to think through a complicated problem, evaluating alternatives before selecting an answer, it is generally not as effective as the subjective type in measuring your ability to assimilate or interpret information.

Objective exams are usually true-false, multiple choice, matching, or sentence completion questions.

Standard Exams: A standard exam is an objective type that is used widely and often repeatedly. You may have taken an English exam of this kind; for example, TOEFL(Test of English as a Foreign Language), or the English Proficiency Test. The Scholastic Aptitude Test and the Graduate Record Examination are other examples.

On exams of this type, you are not expected to answer all of the questions or get a perfect score. Your result is reported as a standard score, based on the results of thousands of students. Because these exams are corrected by machine, you do not indicate answers on the exam paper itself. Instead you mark a separate answer sheet, usually by blackening a space or letter that corresponds with the letter of the answer on the exam paper. Whatever the specific directions may be, follow them exactly. A machine cannot guess what answers you intended. Also, because you must read questions on one paper and record answers on another paper, under the pressure of time you may become confused and misplace an answer. Be sure that the number of the answer corresponds with the number of the question.

On any type of objective exam, it is important to read the directions carefully and follow them exactly. They will differ from exam to exam, and sometimes within an exam. Be sure you understand how you should indicate your answer and that you do it exactly as required. Otherwise your answer is likely to be counted wrong.

When you take an exam of this kind, look over the whole exam first to get a general idea of the type and range of questions, the method of indicating your answers, and any suggested distribution of time. Check to see if there are any directions about guessing. Often a wrong answer counts off double while an omitted answer counts off only one. Avoid wild guessing, but if you have a vague idea of the answer, or if you are sure that several of the choices are obviously wrong, it may be to your advantage to guess.

When you are sure that you understand the directions, begin. Do not spend too much time on any one question. If you are not sure of it, omit it and go on to others, coming back to it later if you have time.

Read the statements careful. Look for important key words such as all, none, never, always, some times, least, best. Words of this kind are modifiers on which the correctne

A．Y

B．N

C．NG

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发布时间：2020-09-05
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更多“Types of ExaminationsAn examination falls into one of two main categories: the objective e”相关的问题

第1题

In ancient （古代的) times the most important examinations were spoken, not written. In the

In ancient (古代的) times the most important examinations were spoken, not written. In the schools of ancient Greece and Rome, testing usually consisted of saying poetry aloud or giving speeches. In the European universities of the Middle Ages, students who were working for advanced degrees had to discuss questions in their field of study of the subject. This custom exists today as part of the work of testing candidates (候选人)for a master's or doctor's degree.

Generally, however, modem examinations are written. Two types of tests are commonly used in modem schools. The first types sometimes called an objective (客观的) test, it is intended to deal with facts, not personal opinions. To make up an objective test the teacher writes a series of questions, each of which has only one correct answer. Along with each question the teacher writes the correct answer and also three statements that look like answers to students who have not learned the material properly.

The student has just one task: he must recognize the correct answer and copy its letter or number on his examination paper. For testing a student's memory of facts and details, the objective test has advantages. It can find out a great deal about the student's range of knowledge. For testing some kinds of learning, however, such a test is not very satisfactory. A lucky student may guess the correct answer without really knowing the material.

The passage is mainly about______.

A．examinations in the ancient times

B．modern examinations

C．how to do well in an examination

D．setting questions for an examination

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第2题

Two types of tests are commonly used in modern schools. The first【C1】______is sometimes ca
lled an "【C2】______" test. It is intended to deal with【C3】______, not personal【C4】______. To make up an objective test the teacher【C5】______a series of questions, each of【C6】______has only one correct answer.【C7】______with each question the teacher writes the correct answer and also three【C8】______that look like answers to students who have not learned the material properly.

【C9】______objective tests the student has just one【C10】______: he must recognize the correct answer and【C11】______its letter or number on his examination paper.【C12】______there is an answer【C13】______on which the four letters or numbers are【C14】______. Then the student has only to circle the one that【C15】______with the correct answer.

【C16】______testing a student's【C17】______of facts and details, the objective test has advantages. It can be【C18】______very quickly by the teacher or even by a【C19】______. In a short time the teacher can find out a great deal about the student's【C20】______of knowledge.

【C1】

A．method

B．kind

C．sort

D．type

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第3题

With many European economies showing slow growth, the retail sector is coming under increa
sing pressure to improve its service and do more to meet consumers' demands.

Is the customer always right？ The answer, it seems, depends on which country you are in. Shopping is very much a part of a country's culture, and attitudes to shopping and consumers vary from country to country just as much as climate or taste in food. From the air-conditioned order of American malls to the disorder of African markets, the way we shop shows the way we see ourselves and our relationships with other people.

Recent economic hardship has given the consumer increased power in Europe as retailers fight to win their share of reduced disposable income. This has meant falling prices, plenty of special offers and a re examination of what customer service really means. People often paint to America as an example of sophisticated customer service. In restaurants in the south of the U. S. A., for example, waiters compliment you on your clothes, ask about your day, compliment you on the wisdom of your order and then return every ten minutes to refill your glass and make sure that everything is to your satisfaction. Anyone who has waited 30 minutes to be served in a restaurant might well dream of such attention, but do Europeans really want US style. service？ As a friend of mine once told me, "By the end of the evening I had spent as much time talking to the waiter as to my wife." It is a question of expectations. Different nationalities expect different types of service.

Attitudes to service are, of course, affected by employers' attitudes to their workers. As American sales and service personnel are heavily dependent on commission and tips, they have more motive to provide more service. But is this fair？ Do we think it is fair to ask shop assistants to work late evenings, Sundays and 12 hour shifts？ Does it fit in with our picture of society？ It might not be a case of "Is the customer always right？" but a case of "How much service is it fair to expect？"

What can you infer from the first paragraph？

A．European economy is going downhill.

B．Service in retailing has been influenced by the economic trend.

C．Retailing has totally changed its tradition of service.

D．Consumer demands are being included in retailing service.

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第4题

Medical care has three main elements: diagnosis of disease or injury, treatment of dise
ase or injury, and prevention of disease.

2. Serious ailments require diagnosis by an expert, who, in most cases, is a doctor. Doctors use three main types of "clues" in making a diagnosis: the patient's case history, the doctor' s physical examination of the patient, and the results of medical tests. Patients provide their own medical history by answering questions about their physical condition and past illnesses. Doctors use medical instruments, such as a stethoscope to listen to a patient's heart and lungs, to perform. a physical examination. Medical laboratories aid diagnosis by making chemical and microscopic tests on body fluids and tissues. A physician may also order tests that use X rays, sound waves or electric waves to detect disease by literally looking inside the body.

3. People usually recover from minor illnesses and injuries without special treatment. In these cases, doctors may simply reassure their patients and allow the body to heal it-self. But serious ailments generally require special treatment. In these cases, a doctor may prescribe drugs, surgery, or other treatment. For thousands of years, drugs and surgery have provided two of the chief methods of treating disease. But modern science has helped make these methods much more effective than they used to be. Penicillin aad other "wonder drugs" help cure many infectious diseases that were once extremely difficult to treat. With the help of machines, surgeons can repair or replace organs that have been seriously damaged, including the heart and kidneys. Science has also helped develop entirely new methods of treatment. Radiotherapy, for example, makes use of X-rays and radioactive rays to treat cancer.

4. Doctors help prevent disease in various ways. They may give vaccinations to guard against such diseases as polio, hepatitis, and measles. They may also order a special diet or drug to strengthen a patient's natural defenses against illness. People can also help themselves remain healthy by exercising, by not smoking, and by avoiding use of alcohol or illegal drugs. Doctors can prevent many diseases from becoming serious by diagnosing and treating them in their early stages. For this reason, most doctors recommend regular physical examinations.

5. Local governments also contribute to the prevention of disease. They do sc by enforcing public health measures. For instance, they make sure that the community has pure drinking water and a system of garbage and sewage disposal. A number of national and international organizations work to improve the quality of medical care. These organizations encourage medical education and research, help standardize medical practice, and enforce codes of professional conduct.

A. Diseases to different extent can be treated in many kinds of method

B. A doctor's diagnosis may include the patient's case history, the doctor's physical examination of the patient and the results of medical tests

C. Some diseases used to be incurable

D. Doctors may use many different methods as an assistance to the prevention of disease

E. Local governments also make their contribution to the prevention of disease

F. Radiotherapy is an entirely new machine used to treat cancer

Paragraph 2 ______

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第5题

Headaches ExplainedA headache is a symptom, not a disease. A headache is rarely the sympto

Headaches Explained

A headache is a symptom, not a disease. A headache is rarely the symptom of a serious illness, but severe or frequent headaches can be exhausting and can affect daily life. There are three basic types of headaches: vascular headache, muscle contraction headache, and inflammatory headache.

Vascular headaches

The vascular headache occurs when blood vessels in the head enlarge and press on nerves, causing pain. The most common vascular headache is the migraine(偏头痛). One theory about migraine headaches is that they occur when the blood vessels in the head expand and press on the nerves, causing pain. Another theory is that they result from the blood vessels constricting and thus blocking blood flow to parts of the brain; this may cause the visual suffering that often accompany or precede a migraine headache. The blood vessels then become full of blood and press on surrounding nerves, causing pain.

Women are more easy to suffer migraines than are men, and a certain personality type compulsive, perfectionist, and very success oriented seems to be more likely to be affected with migraine headaches.

Causes

A number of physical and emotional factors may contribute to migraine headaches. Migraines may be triggered by a sharp reduction in caffeine intake or by allergies to certain foods. Emotional stress can also cause migraine headaches, as can drinking alcohol, smoking, or an interruption in routine eating and sleeping habits (all of which may be responsible for "weekend" headaches suffered by some patients). Cyclical, seasonal, or emotional factors may also be associated with the tendency to develop migraine headaches. A tendency to develop this type of headache may be inherited.

Symptoms

The predominant symptom of a migraine headache is a sharp pain on one or both sides of the head. Paleness, sweating, and sensitivity to light may accompany the pain. A warning sensation may indicate an approaching migraine headache. Before the pain begins, some individuals may see flashing lights or "shooting stars", hear noises, or have an uncomfortable feeling in the arms or legs.

Diagnosis

Vascular headaches are diagnosed by a careful review of the circumstances surrounding the headaches as well as by a physical examination to rule out any other disorder that might be causing the symptoms. Elimination tests may be done to identify the exact cause of migraines suffered by people who seem to react to certain foods or changes in eating and sleeping habits. In an elimination test, all the substances that are suspected of causing the trouble are eliminated and then reintroduced one at a time to identify the specific cause of the migraine headaches.

Treatment

Treatment of a migraine already in progress usually consists of a drug therapy program chosen from a variety of painkillers, tranquilizers, and special prescribed medications.

Prevention

Prevention of migraines is possible with several types of medication. Antidepressant drugs and beta-blockers have been shown to prevent migraines in some patients. These drugs work in the body to block what are called the beta effects, one of which is expansion of the blood vessels. While it is not yet known exactly how these drugs provide relief research suggests that they act by preventing the initial constriction of blood vessels that causes migraine.

Muscle Contraction Headaches

A muscle contraction headache occurs when muscles of the face, neck, or scalp remain tightened for long periods of time. These muscles are then said to be in spasm(痉挛). A tension headache is an example of a muscle contraction headache.

Causes

A muscle contraction headache usually occurs after a specific event that has caused the muscles to tense. The tension is then translated into physical discomfort in the form. of a clenched jaw, aching neck,

A．Y

B．N

C．NG

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第6题

Another common type of reasoning is the search for causes and results. We want to know whe
ther cigarettes really do cause lung cancer, what causes malnutrition, the decay of cities, or the decay of teeth. We are equally interested in effects: what is the effect of sculpture or lead in the atmosphere, of oil spills and raw sewage in rivers and the sea, of staying up late on the night before an examination？

Causal reasoning may go from cause to effect or from effect to cause. Either way, we reason from what we know to what we want to find out. Sometimes we reason from an effect to a cause and then on to another effect. Thus, if we reason that because the lights have gone out, the refrigerator won't work, we first relate the effect (lights out) to the cause (power off) and then relate that cause to another effect (refrigerator not working). This kind of reasoning is called, for short, effect to effect. It is quite common to reason through an extensive chain of causal relations. When the lights go out we might reason in the following causal chain: lights out — power off — refrigerator not working — temperature will rise — milk will sour. In other words, we diagnose a succession of effects from the power failure, each becoming the cause of the next.

Causes are classified as necessary, sufficient, or contributory. A necessary cause is one which must be present for the effect to occur, as combustion is necessary to drive a gasoline engine. A sufficient cause is one which can produce an effect unaided, though there may be more than one sufficient cause: a dead battery is enough to keep a car from starting, but faulty spark plugs, or an empty gas tank will have the same effect. A contributory cause is one which helps to produce an effect but cannot do so by itself, as running through a red light may help cause an accident, though other factors — pedestrians or other cars in the intersection — must also be present.

In establishing or refuting a causal relation it is usually necessary to show the process by which the alleged cause produces the effect. Such an explanation is called a causal process.

What the author discussed in the previous section is most probably about ______.

A．relationships between causes and results

B．classification of reasoning

C．some other common types of reasoning

D．some special type of reasoning

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第7题

听力原文：W: Did you go to a State primary school？M: Yes, I did. I went to a nursery school

听力原文：W: Did you go to a State primary school？

M: Yes, I did. I went to a nursery school first at the age of four, but this was purely voluntary.

W: Can you still remember it？

M: Yes, I have faint, but very pleasant memories of it. It was a delightful place, full of fun and games.

W: You probably don't remember but you must have missed it when you left.

M: Yes, but you know, before seven, school life was very pleasant. It was only later in the Junior School we began to have more formal lessons and even worry about exams.

W: Really？ Did you have to do exams at that age？

M: Yes, we used to then. We had to take an exam at the age of eleven called the "eleven- plus" to see what kind of secondary school we would get into. But this exam is slowly disappearing nowadays.

W: There are four main types of secondary school, aren't there？

M: Yes. Most of the brighter children go to a grammar school, some go to a technical school, and the majority go to a secondary modem school. And then there are the comprehensive schools which cater for all levels of academic ability. These are becoming more and more important.

W: I must say I find your educational system rather complicated, 'and to make matters worse, you call your private schools public schools!

M: Yes, I suppose it is all rather confusing. But like so many other things in Britain our educational system is deeply rooted in tradition and .yet it's changing all the time.

W: Really？ In what ways is it changing？

M: Well, in nearly every way. There is a strong movement towards comprehensive schools, where all children go for secondary education no matter what their ability or background. And they are no longer tested by examination at the age of eleven.

W: But won't the wealthy always be in a privileged position？ They'll always be able to send their children to the best private schools in the country.

M: Not necessarily. If independent schools join the State system and we do away with the idea of grammar schools for the clever and secondary modern schools for the less bright, then every child should have an equal opportunity to do well and go on to higher education.

(23)

A．At the age of 4.

B．At the age of 6.

C．At the age of 7.

D．At the age of 11.

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第8题

Examination papers of the class were marked without bias.A．immediatelyB．correctlyC．fairlyD

Examination papers of the class were marked without bias.

A．immediately

B．correctly

C．fairly

D．carefully

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第9题

The passage is mainly about ______.A．examinations in the ancient timesB．modern examination

The passage is mainly about ______.

A．examinations in the ancient times

B．modern examinations

C．how to do well in an examination

D．setting questions for an examination

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