Two types of tests are commonly used in modern schools. The first【C1】______is sometimes ca - 试题答案网问答

第1题

Improving Your T.Q. （Test-Taking Quotient)Types of TestsYou will have one hour to complete

Improving Your T.Q. (Test-Taking Quotient)

Types of Tests

You will have one hour to complete this test. All answers must be marked on the answer sheet. Make no marks on the test booklet. Using a No. 2 pencil, place your name... Ready？ Begin.

They are off! Each test-taker working at a different pace; each using a different technique and strategy; all wishing they were somewhere else.

Ours is a test-taking culture. And whether you are an adult job-hunter, license applicant or student, tests always provoke uncertainty, especially if life decisions are attached to them.

In 12 years of your elementary and secondary education, you completed a conservative estimate of 2,600 weekly quizzes. College mid-term and final examinations over a four-year period account for another 100, and each year of advanced professional training adds another 25 major exams.

People do not realize that classroom examinations represent only a small segment of testing experience. School systems administer approximately 2 million standardized tests in addition to regular classroom tests.

The total number administered by business, government, industry and clinics, however, is astronomical (庞大的), dwarfing the total number of school tests.

People tend to take tests without really understanding them. One sure way to improve your performance is to familiarize yourself with the different types of examinations. Simply understanding the test format promotes self-confidence.

Can familiarity with test taking boost your test scores？ Yes, along with 15 other "tricks". Read on.

All tests--whether simple classroom quizzes, tests for a driver's license, or statistically oriented aptitude tests--have one major point in common: A test is a measure of a person's behavior. at one point in time.

A long held myth has led most people to conclude that test scores are forever. This is simply not true.

Scores change from one test taking to the next. In fact, there are numerous reported cases of intelligence quotients (IQs)fluctuating (变动) as much as 30 or 40 points between test administrations.

Another source of score fluctuation is a result of the test-taker's uncertainty with different types of tests.

Overall there are two specific types: maximal and typical performance tests. Maximal tests attempt to measure an individual's best possible performance accurately. Included in this type are intelligence tests, academic or classroom (achievement) tests and aptitude tests. Of these, IQ tests are the most widely known and the least understood.

It's amazing how so much confusion over those two little letters IQ, has proliferated (扩散) since the testing movement began in the early 1900s. The first intelligence tests were conceived by Alfred Billet, a French psychologist, who was asked to develop a procedure to predict which children were unable to learn in a classroom setting. Today there are approximately 350 intelligence tests on the market.

Myths surrounding the IQ test have grossly contaminated the public' s understanding; people want the IQ test to do more than it is capable of doing. It is best used to predict school success: to assess mental skills and the ability to adapt in new situations and learn academically.

Another maximal performance test is an admission test (technically a form. of aptitude testing). These tests are designed to measure the degree of skill of people when they are attempting to perform. to the limit of their ability. But people allow these tests to intimidate (胁迫) them, and that puts them under a great deal of tension. If you've taken one of these exams previously, chances are your score will increase in subsequent testing.

Two important points here: First, put the practice rule to work for you (

A．Y

B．N

C．NG

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第2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3题

Nowadays traditional pencil tests are still more popular than computer tests because _____

_.

A．the former are easier

B．the charges of the former are smaller

C．the computer is difficult to access

D．there are more types of exams in the form. of pencil tests

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第4题

According to Professor Robert Willis, the study was only possible when______.A．new types o

According to Professor Robert Willis, the study was only possible when______.

A．new types of memory tests had been created

B．the study was led by the United States

C．it gained financial support from rich countries

D．the data were comparable among countries

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第5题

根据材料请回答 23～30 题 Intelligence.was believed to be a fixed entity, some faculty of

根据材料请回答 23～30 题

Intelligence.was believed to be a fixed entity, some faculty of the mind that we all possess and which determines in some way the extent of our achievements.Its value there- fore, was as a predictor of children's future learning.If they differed markedly in their a-bility to learn complex tasks, then it was clearly necessary to educate them differently and the need for different types of school and even different ability groups within school was obvious.Intelligence tests could be used for streaming children according to ability at an early age; and at 11 these tests were superior to measures of attainment for selecting chil-dren for different types of secondary education.

Today, we are beginning to think differently.In the last few years, research has thrown doubt on the view that innate intelligence can ever be measured and on the very na-ture of intelligence itself.There is considerable evidence now which shows the great influ-ence of environment both on achievement and intelligence.Children with poor home back-grounds not only do less well in their school work and intelligence tests but their perform-ance tends to deteriorate gradually compared with that of their more fortunate classmates.

There are evidences that support the view that we have to distinguish between genetic intelligence and observed intelligence.Any deficiency in the appropriate genes will restrict development no matter how stimulating the environment.We cannot observe and measure innate intelligence, whereas we can observe and measure the effects of the interaction of whatever is inherited with whatever stimulation has been received from the environment.Researches have been investigating what happens in this interaction.

Two major findings have emerged from these researches.Firstly, the greater part of the development of observed intelligence occurs in the earliest years of life.It is estimated that 50 per cent of measurable intelligence at age 17 is already predictable by the age of four.Secondly, the most important factors in the environment are language and psycho- logical aspects of the parent-child relationship.Much of the difference in measured intelli- gence between "privileged" and" disadvantaged" children may be due to the latter' s lack of appropriate verbal stimulation and the poverty of their perceptual experiences.

These research findings have led to a revision in our understanding of the nature of in-telligence.Instead of it being some largely inherited fixed power of the mind, we now see it as a set of developed skills with which a person copes with any environment.These skills have to be learned and, indeed, one of them is learning how to learn.

The modern ideas concerning the nature of intelligence are bound to have some effect on our school system.In one respect a change is already occurring.With the move toward comprehensive education and the development of unstreamed classes, fewer children will be given the label "low IO" which must inevitably condemn a child in his own, .if not socie-ty's eyes.The idea that we can teach children to be intelligent in the same way as we can teach them reading or arithmetic is accepted by more and more people.

第 23 题 Paragraph 2_________

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第6题

This passage seems to lead you to believe ________.A．your blood group could affect your wo

This passage seems to lead you to believe ________.

A．your blood group could affect your work

B．blood types can never change your life

C．the idea about blood group has little scientific basis (根据)

D．personality tests are exactly correct

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第7题

？Read the article below about marketing.？Choose the best word or phrase to fill each gap f

？Read the article below about marketing.

？Choose the best word or phrase to fill each gap from A, B, C, or D on the opposite page.

？For each question 19--33, mark one letter (A, B, C, or D) on your Answer Sheet.

Marketing

Mergers agencies find out whether there is a demand for a product and what sort of demand it is. They will want to know if there are competitors to the product they are going to place; who will use it--men, women, or both; will there be only one section of men or women who will use it, would a low price (19) more customers, or would they need to add something to it to make it popular, or change its packaging— (20) it？ For the (21) to these and other questions they will make a survey--an examination--of the market. The survey most people are (22) with is the questionnaire; where a (23) --a specially selected group of people--are asked questions about products they use: and why they buy them. But market research techniques can be more complicated than this, (24) for example, a group of people discussing a subject, say, (25) hygiene, to find out if a new toothpaste will sell. Tests may be made by giving away (26) samples of the new product, or reactions to a brand name--the name of a product--may be studied to find out whether a new product will be (27) on the market. From the information (28) , the marketing companies can prepare their advertising campaign--the (29) plan.

There are two types of advertising--product and brand advertising. Product advertising tells people that a new invention or device is being sold. Perhaps a new design of typewriters with special (30) or a new pen that is easier to use. Brand advertising tells people there is a new name on the (31) . A product, what it does, and how it is made, could be the same as (32) , for example, soap powder, but its name is different. In the UK there are basically (33) two detergent, or soap companies which produce hundreds of brand names for powders that are really the same product.

(19)

A．attract

B．cater

C．frighten

D．apply

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第8题

Which of the following is NOT true about SAT and ACT？A．The two tests score on different sc

Which of the following is NOT true about SAT and ACT？

A．The two tests score on different scales.

B．The two tests are focused on different subjects.

C．The ACT stands for American College Testing.

D．The ACT was designed to compete against the SAT.

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第9题

Intelligence: a Changed View1． Intelligence was believed to be a fixed entity （存在, 实体)

Intelligence: a Changed View

1． Intelligence was believed to be a fixed entity (存在, 实体), some faculty of the mind that we all possess and which determines in some way the extent of our achievements． Its value, therefore, was as a predictor of children's future learning． If they differed markedly in their ability to learn complex tasks, then it was clearly necessary to educate them differently and the need for different types of school and even different ability groups within school was obvious． Intelligence tests could be used for streaming (分流, 分组) children according to ability at an early age; and at 11 these tests were superior to measures of attainment for selecting children for different types of secondary education．

2． Today, we are beginning to think differently． In the last few years, research has thrown doubt on the view that innate 内在的) intelligence can ever be measured and on the very nature of inelligence itself． There is considerable evidence now that shows thegreat influence of environment both on achievement and intelligence． Children with poor home backgrounds not only do less well in their school work and intelligence tests but their performance tends to deteriorate gradually compared with that of their more fortunate classmates．

3． There are evidences that support the view that we have to distinguish between genetic intelligence and observed intelligence (习得智力)． Any deficiency in the appropriate genes will restrict development no matter how stimulating the environment is． We cannot observe and measure innate intelligence, whereas we can observe and measure the effects of the interaction of whatever is inherited with whatever stimulation has been received from the environment． Researches have been investigating what happens in this interaction (相互作用)．

4． Two major findings have emerged from these researches． Firstly, the greater part of the development of observed intelligence occurs in the earliest years of life． It is estimated that 50 per cent of measurable intelligence at age 17 is already predictable by the age of four． Secondly, the most important factors in the environment are language and psychological aspects of the parent-child relationship． Much of the difference in measured intelligence between “privileged” and “disadvantaged” children may be due to the latter’s lack of appropriate verbal stimulation and the poverty of their perceptual (感性的) experiences．

5． These research findings have led to a revision in our understanding of the nature of intelligence． Instead of it being some largely inherited fixed power of the mind, we now see it as a set of developed skills with which a person copes with any environment． These skills have to be learned and, indeed, one of them is learning how to learn．

6． The modern ideas concerning the nature of intelligence are bound to have some effect on our school system． In one respect a change is already occurring． With the move toward comprehensive education and the development of unstreamed classes, fewer children will be given the label “low IQ (智商, Intelligence Quotient)” which must inevitably condemn a child in his own, if not society's eyes． The idea that we can teach children to be intelligent in the same way that we can teach them reading or arithmetic is accepted by more and more people．

A．Main Results of．Recem。Researches

B．Popular Doubt about the…New View

C．1Effect of Environment on Intelligence

D．Intelligence and Achievement

E．ImpaCI on School Education

F．A Changed View of Intelligence

第 23 题 Paragraph 2_____．

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