英語作文真題記單詞
核心詞匯：
psychological adj. 心理(上)的
[例] Is there any possible psychological explanation for his bad health?
他健康狀況不好,有沒有可能具有什么心理上的原因呢?
[派生] psychologically adv. 心理上地, 心理學地psychology n. 心理學, 心理狀態classify vt. 分類, 分等
[例] classify books by subjects 按學科將圖書分類
[同義] group, sort, categorize, organize
[派生] classified v. 分類 adj. 機密的military adj. 軍事的, 軍用的
[例] According to the Constitution of the country all the young men do a year's military service.
"根據該國的憲法規定,所有的男青年都要服一年兵役。"
[同義] armed forces, army , service, civil , naval
[反義] civil adj. 全民的, 市民的, 公民的, 國民的, 民間的.民事的, 根據民法的, 文職的, 有禮貌的
[派生] militarize v. 軍事化divert v. 1 轉移, 轉向2 使高興
[例] A ditch diverted water from the stream into the fields. 一條溝渠把水從河里引向田間。
[同義] amuse, delight , entertain ,tickle；detract, distract
[派生] diversion n. 轉移, 轉換, 牽制, 解悶, 娛樂precision n. 精確, 精密度, 精度
[例] precision in calculation 計算的精確度
[同義] accuracy, correctness ,exactness
[反義] inaccuracy n. 錯誤
[派生] precise adj. 精確的, 準確的 n. 精確validate vt. 1[律]使有效, 使生效2 確認, 證實, 驗證
[例] Time validated our suspicion. 時間證實了我們的懷疑。
[反義] invalidate vt. 使無效
[派生] validity n. 有效性, 合法性, 正確性error n. 錯誤, 過失, 誤差
[例] The accident was caused by human error. 這事故是由人為的錯誤引起的。
[同義] fault , wrong , mistake
[派生] erroneous adj. 錯誤的, 不正確的qualitative adj. 性質上的, 定性的
[例] a qualitative analysis 定性分析
[派生] qualitatively adv. 質量上comparable adj. 可比較的, 比得上的
[例] A comparable car would cost far more in Europe. 一輛象這樣好的汽車在歐洲可要貴得多。
[同義] similar, equivalent
[反義] incomparable adj. 無與倫比的, 不能比較的
[派生] compare v. 比較, 相比, 比喻 n. 比較circumstance n. 環境, 詳情, 境況
[例] The circumstances forced me to accept. 環境迫使我不得不同意。
[同義] condition， situation ，state
[派生] circumstantial adj. 依照情況的
【真題原文】
學習完單詞后自己認真翻譯原文，并將原文中紅色字體部分句子的譯文回帖，認真答題者獎勵50HY，灌水者殺無赦。
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. The target is wrong, for in attacking the tests, critics divert attention form 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. 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. 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.
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. 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.
【原文翻譯】
標準化教育測試或心理測試現在廣泛應用于協助選拔、分類、委派或提升學生、雇員和軍事人員，這些測試一直是某些人近年來在圖書、雜志、日報、甚至國會中抨擊的目標。把這種標準化測試作為抨擊的目標是不對的，因為，在抨擊這類測試時，批評者沒有考慮其弊病來自人們對測試不甚了解或使用不當。這些測試本身只是一種工具，其各種特性是可以在規定的條件下用相當的精度來測定的。測試的結果是有價值的，還是無意義的，甚至是誤導的，部分取決于這種工具本身，但主要取決于測試的使用者。
所有對未來表現有見地的預測都是以在某種程度上了解有關過去的表現為基礎的：學校學習成績、研究效益、銷售記錄或一切符合需要的信息。這些預測在多大程度上被后來的表現所證實，取決于所采用的信息的數量、可靠性和適應性，以及解釋這些信息的技能和才智。任何仔細記分的人都知道，所得到的信息總是不完全的.，而且這些預測也總會是會有錯誤的。
應該根據這種觀點去考察標準化考試。標準化測試提供了快速、客觀地得到某種信息的方法。這些信息是有關一個人所學到的知識、他所獲得的技能，或者他是屬于哪一類型的人。這樣得到的信息，從性質上講，和其他種類的信息一樣都具有優缺點。因此，在某一特定環境下，究竟是采取測試還是其他種類的信息，或者兩者同時使用，須憑有關相對效力的經驗依據而定，也取決于諸如費用和有無來源等因素。
一般說來，當需要測定的特征能十分精確的界定，測試的效果就是最佳的，反之，如果所需測定和預測的東西得不到明確的界定，那麼測試的效果就最差。這些測試如能恰當使用，就能提供一種快速的方法來獲得有關許多人的可比性信息。有時這些測試能鑒別出一些學生，他們很高的潛在能力過去一直沒有被認識。但是也有許多事情，這些測試是不能勝任的；例如，測試并不彌補很明顯的社會不公；因此，它們說明不了一個物質條件差的年輕人，如果在較好的環境下成長的話，會有多大的才干。
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