歷年考研英語(yǔ)翻譯1995年

[00:03.57]1995 [00:06.80]The standardized educational or psychological tests [00:10.22]that are widely used to aid in selecting, classifying, [00:13.86]assigning, or promoting students, employees, [00:17.09]and military personnel have been the target [00:20.12]of recent attacks in books, magazines, the daily press, [00:24.24]and even in Congress. [00:26.57](1) [00:29.80]critics divert attention form the fault that lies [00:32.52]with ill-informed or incompetent users.> [00:35.74]The tests themselves are merely tools, [00:38.57]with characteristics that can be measured [00:40.79]with reasonable precision under specified conditions. [00:44.62]Whether the results will be valuable, meaningless, [00:47.45]or even misleading depends partly upon the tool itself [00:51.18]but largely upon the user. [00:53.80]All informed predictions of future performance [00:56.22]are based upon some knowledge of relevant past performance: [01:00.15]school grades, research productivity, sales records, [01:03.38]or whatever is appropriate. [01:05.39](2) [01:07.62]by later performance depends upon the amount, [01:10.34]reliability, and appropriateness of the information used [01:14.77]and on the skill and wisdom [01:16.75]with which it is always interpreted.> [01:18.76]Anyone who keeps careful score knows [01:21.08]that the information available is always incomplete [01:24.11]and that the predictions are always subject to error. [01:28.06]Standardized tests should be considered in this context. [01:31.99]They provide a quick, objective method [01:34.16]of getting some kinds of information [01:36.17]about what a person learned, [01:38.20]the skills he has developed, [01:40.01]or the kind of person he is. [01:42.53]The information so obtained has, qualitatively, [01:45.84]the same advantages and shortcomings [01:48.06]as other kinds of information. [01:50.47](3) [01:53.49]or both in a particular situation depends, [01:56.52]therefore, upon the evidence [01:59.04]from experience concerning comparative validity [02:01.86]and upon such factors as cost and availability.> [02:06.10](4) [02:08.62]when the qualities to be measured [02:10.12]can be most precisely defined [02:12.43]and least effectively when what is to be messured [02:15.15]or predicted cannot be well defined.> [02:18.27]Properly used, [02:19.07]they provide a rapid means of getting comparable information [02:22.50]about many people. Sometimes they identify students [02:26.13]whose high potential has not been previously recognized, [02:30.05]but there are many things they do not do. [02:32.68](5) [02:34.70]for gross social inequality, [02:37.32]and thus do not tell [02:38.39]how able an underprivileged youngster [02:40.61]might have been had he grown up [02:42.62]under more favorable circumstances.>

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