内容发布更新时间 : 2024/12/26 16:31:04星期一 下面是文章的全部内容请认真阅读。
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. (72)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. (73)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. (74)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.(75)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.
精美译文：
标准化教育测试或心理同在广泛应用于协助选拔、委派或提拔学生、雇员和军事人员;
这些测试一直是某些人近年来在书本、杂志、日报，甚至国会中进行抨击的目标。（71）把标准化测试作为抨击目标是错误的，因为在抨击这类测试时，批评者没有注意到其弊病来自测试使用者对测试不解或使用不当。这些测试本身只是一种工具。它的各种特性可以在规定条件下用适当的精度来测定。测试的结果是在有价值的、无意义的、还是误导的，部分取决于这种工具本身，但主要取决于测试使用者。
所有对未来表现的有见识地的预测都是以在某种程度上了解有关过去的表现为基础的:学校学习成绩、研究效益、销售记录或任何符合需要的信息。（72）这些预测在多大程度上为的后来的表现所证实，这取决于所采用信息的数量、可靠性和适宜性，以及解释这些信息的技能和才智。任何仔细记分的人都知道，所得到的信息总是不完全的，而且这些预测也总是会有错误的。
应该根据这种观点去考察标准化测试。标准化测试提供了快速、客观地得到某些信息的方法，这些信息是有关一个人所学到的知识、他所获得的技能，或者他是属于哪一类型的人。这样得到的信息，从性质上讲，与其它种类的信息一样具有优点或缺点。（73）因此，在某一特定情况下，究竟是采用测试还是其他种类的信息，或是两者兼用，须凭有关相对效度的经验依据而定，也取决于诸如费用和有无来源等因素。
（74）一般来说，当所要测定的特征能很精确界定时，测试最为有效;而当所要测定或预测的东西不能明确地界定时，测试的效果则最差。这些测试如能恰当使用，就能提供一种快速的方法来获得有关许多人的可比性信息。有时这些测试能鉴别出一些学生，他们很高的潜在能力过去一直没有被承认。但是也有入场多事情这些测试是不能胜任的。（75）例如，测试并不弥补明显的社会不公;因此，它们不能说明一个物质条件差的年轻人，如果在较好的环境下成长的话，会有多大才干。
题目解析：
71 )、The target is wrong, for in attacking the tests, critics divert attention form the fault that lies with ill-informed or incompetent users. 结构分析：
71) 主句The target // is // wrong, // 原因状语从句for // 状语结构in // attacking // the tests, // 从句的主句critics // divert attention from // the fault // 定语从句 主语that // 谓语 固定短语lies with // ill-informed / or incompetent users. 词义推敲：
The target 根据上下文，这里特指标准化测试
for in attacking the tests：因为在抨击测试的过程中 for：因为
in：在?过程中
attack：攻击，抨击。
critics：one who forms and expresses judgments of the merits, faults, value, or truth of a matter 评论家形成并表达对某一事物的优点、错误、价值或真实性的判断的人
divert attention from 原义是引开，引申为没有注意到，忽略 lies with 在于
ill-informed 不甚了解，消息不灵通的 参考译文：
把标准化测试作为抨击的目标是错误的，因为在抨击这类测试时，批评者没有（注意到 / 忽略了）（测试的弊病在于使用测试的人对测试不甚了解或使用不当 / 批评家没有注意到错误是由消息不灵通或者不能胜任的使用者造成的）。
得分重点：
插入结构，原因状语从句，定语从句
72 )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. 结构分析：
72) 主语从句How well // 从句的主语the predictions // 从句的谓语 被动结构will be validated // by later performance // 谓语 并列结构1 固定短语depends upon // 多重定语the amount, / reliability, / and appropriateness // of the information / used // 并列结构2 and 省略结构（depends）on // the skill / and wisdom // 定语从句with which // （指代关系）it // 被动结构is interpreted. 词义推敲：
How well the predictions will be validated by：在多大程度上为??所证实 be validated by：为??所证实。被动结构——最好少用“被”字。
validate：to establish the soundness of; orroborate 证实建立?的正确性；确证 depends upon 取决于
the amount, reliability, and appropriateness of the information used：所采用信息的数量、可靠性和适应性
amount：a number 数字；数量
reliability 可靠性，信度——validity效度
appropriate：suitable for a particular person, condition, occasion, or place; fitting 适合于?的适合于某特定的人，条件，事件或地点的；适宜的
with which it is interpreted定语从句 Which指代the skill and wisdom。 it指代the information。 参考译文：
这些测试在多大程度上为后来的表现所证实，这取决于所采用信息的数量、可靠性和适应性，以及解释这些信息的技能和才智。
得分重点：
主语从句，被动结构，并列结构，省略结构，定语从句
73)、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.
结构分析：
73) 主语 并列结构1 Whether // to use // tests, / other kinds of information, // 并列结构2 or 省略结构（to use）指代关系both // 方式状语in a particular situation // 谓语 固定短语 并列结构11depends, // 插入结构therefore, // upon // 多重定语the evidence / from experience / concerning comparative validity // 并列结构22 and 省略结构（depends）upon // 举例such factors // as cost / and availability. 词义推敲：
Whether to use ..., or (to use) 究竟是使用??还是（使用）?? or both：或是两者兼用
both：指代前句的tests, other kinds of information in a particular situation 在某一特定情况下
particular：separate and distinct from others of the same group, category, or nature 特定的，个别的与同一团体、范畴或种类的其他部分分离和区分出来的
the evidence from experience concerning comparative validity：多重后置定语——后浪推前浪，可以翻译为：“关于相对效度的来自经验的证据”
such factors as... 诸如??等因素
参考译文：
因此，在某一特定情况下，究竟是采用测试还是其他种类的信息，或是两者兼用，（须凭有关相对效度的经验依据而定/取决于与相对效度有关的来自经验的证据），也取决于诸如
费用和有无来源等因素。
得分重点：
并列结构，省略结构，插入结构
74)、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.
结构分析：
74) 介词短语作状语结构In general, // 主句 并列结构1 the tests // work // most effectively // 时间状语从句when // 从句的主语the qualities / 非谓语作后置定语to be measured // 谓语 被动结构can be most precisely defined // 并列结构2 and 省略结构（the tests work）least effectively // 时间状语从句when // 从句中的主语从句what // （指代关系）is to be measured or predicted // 谓语 被动结构can not be well defined. 词义推敲：
In general 一般的说，大体上 work most effectively 最为有效
the qualities to be measured：所要测定的特征
qualities：特征，特性，品质，品德。作“质量”解时，是抽象名次，没有复数。 measure：测量, 测度, 估量, 分派, 权衡, 调节 be most precisely defined：很精确界定。 precisely 精确地，恰好地，明确地
definite：to specify distinctly 清楚地规定
and least effectively：测试效果最差。省略了前面的the tests work
what is to be measured or predicted not be well defined：当所要测定或预测的东西不能明确地定义时
参考译文：
一般的说，当所要测定的特征能很精确界定时，测试最为有效；而当所要测定或预测的东西不能明确地界定时，测试的效果则最差。 得分重点：
并列结构，时间状语从句，被动结构，省略结构，主语从句
75)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.
结构分析：
75) 状语结构 举例For example, // 主语 they // 并列结构1 do not compensate for // gross social inequality, // 并列结构2 and thus // do not tell // 宾语从句how able // 从句的主语an underprivileged youngster // 谓语might have been // 虚拟条件句的倒装结构had he grown up // 介词短语作状语结构under more favorable circumstances. 词义推敲：
they 指代“测试” compensate for 弥补
compensate：to serve as or provide a substitute or counterbalance 补偿，弥补作为代替品或平衡物使用或提供
gross social inequality 明显的/巨大的社会不公
gross：glaringly obvious; flagrant 公然的十分明显的；罪恶昭著的 inequality：不公平，不平等 tell：说明，表明
underprivileged youngster：物质条件差的/处于社会底层的/没有特权的年轻人 had he grown up = if he had grown up（虚拟语气中条件句的倒装） grow up：成长，兴起，形成
under more favorable circumstances 在较好的环境下
circumstance：the sum of determining factors beyond willful control 客观形势，情况除意志控制外的决定因素的总和
favorable：有利的，赞成的，讨人喜欢的 参考译文：
例如，测试并不弥补明显的社会不公，因此它们不能说明（如果）一个物质条件差的年轻人，（如果）在较好的环境下成长的话，会有多大才干/多么的有本事/多么的能干。
得分重点：
并列结构，宾语从句，虚拟语气的倒装结构
3、1996年
Directions:
Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written clearly on ANSWER SHEET 2.
The differences in relative growth of various areas of scientific research have several causes.
(71)Some of these causes are completely reasonable results of social needs. Others are reasonable consequences of particular advances in science being to some extent self-accelerating. Some , how-ever , are less reasonable processes of different growth in which preconception of the form scientific theory ought to take, by persons in authority, act to alter the growth pattern of different areas.
This is a new problem probably not yet unavoidable; but it is a frightening trend. (72)This trend began during the Second World War, when several govemments came to the conclusion that the specific demands that a government wants to make of its scientific establishment cannot generally be foreseen in detail. It can be predicted, however, that from time to time questions will arise which will require specific scientific answers. It is therefore generally valuable to treat the scien- tific establishment as a resource or machine to be kept in functional order.(73)This seems mostly effectively done by supporting a certain amount of research not related to immediate goals but of possible consequence in the future. This kind of support , like all government support , requires decisions about the appropriate recipients of funds. Decisions based on utility as opposed to lack of utility are straightforward. But a decision among projects none of which has immediate utility is more difficult. The goal of the supporting agencies is the praisable one of supporting \