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单选题
Passage1In recent years，however，society has come to understand the limitations of schools that merely sort and rank students. We have discovered that students in the bottom one-third to one-half of the rank order-plus all who drop out before being ranked-fail to develop the foundational reading，writing，and mathematical proficiencies needed to survive in，let alone contribute to，an increasingly technically complex and ethnically diverse culture. So today，in asking schools to leave no child behind，society is asking that educators raise up the bottom of the rank-order distribution to a specified level of competence. We call those expectations our "academic achievement standards".Every state has them，and，as a matter of public policy，schools are to be held accountable for making sure that all students meet them.To be clear，the mission of sorting has not been eliminated from the schooling process. Forthe foreseeable future, students will still be ranked at the end of high school. However, society now dictates that such a celebration of differences in amount learned must start at a certain minimum level of achievement for all.The implications of this change in mission for the role of assessment are profound. Assessment and grading procedures designed to permit only a few students to succeed (those at the top of the rank-order distribution) must now be revised to permit the possibility that all students could succeed at some appropriate level. Furthermore, procedures that permitted (perhaps even encouraged) some students to give up in hopelessness and to stop trying must now be replaced by others that promote hope and continuous effort. In short, the entire emotional environment surrounding the prospect of being evaluated must change, especially for perennial low achievers.The students' mission is no longer merely to beat other students in the achievement race. At least part of their goal must be to become competent. Teachers must believe that all students can achieve a certain level of academic success, must bring all of their students to believe this of themselves, must accommodate the fact that students learn at different rates by making use of differentiated instruction, and must guide all students toward the attainment of standards.The driving dynamic force for students cannot merely be competition for an artificial scarcity of success. Because all students can and must succeed in meeting standards, cooperation and collaboration must come into play. The driving forces must be confidence, optimism, and persistence-for all, not just for some. All students must come to believe that they can succeed at learning if they try. They must have continuous access to evidence of what they believe to be credible academic success, however small. This new understanding has spawned increased interest in formative assessment in recent years.What do the "academic achievement standards" in Paragraph 1 refer to?
A
The driving dynamic forces for all students who need to survive in society.
B
Confidence, optimism, and persistence that students need in order to succeed.
C
Differentiated levels of competence specified for students with different abilities.
D
The missions of students who want to beat others in their achievement race in school.
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解析：
更多 “单选题Passage1In recent years，however，society has come to understand the limitations of schools that merely sort and rank students. We have discovered that students in the bottom one-third to one-half of the rank order-plus all who drop out before being ranked-fail to develop the foundational reading，writing，and mathematical proficiencies needed to survive in，let alone contribute to，an increasingly technically complex and ethnically diverse culture. So today，in asking schools to leave no child behind，society is asking that educators raise up the bottom of the rank-order distribution to a specified level of competence. We call those expectations our "academic achievement standards".Every state has them，and，as a matter of public policy，schools are to be held accountable for making sure that all students meet them.To be clear，the mission of sorting has not been eliminated from the schooling process. Forthe foreseeable future, students will still be ranked at the end of high school. However, society now dictates that such a celebration of differences in amount learned must start at a certain minimum level of achievement for all.The implications of this change in mission for the role of assessment are profound. Assessment and grading procedures designed to permit only a few students to succeed (those at the top of the rank-order distribution) must now be revised to permit the possibility that all students could succeed at some appropriate level. Furthermore, procedures that permitted (perhaps even encouraged) some students to give up in hopelessness and to stop trying must now be replaced by others that promote hope and continuous effort. In short, the entire emotional environment surrounding the prospect of being evaluated must change, especially for perennial low achievers.The students' mission is no longer merely to beat other students in the achievement race. At least part of their goal must be to become competent. Teachers must believe that all students can achieve a certain level of academic success, must bring all of their students to believe this of themselves, must accommodate the fact that students learn at different rates by making use of differentiated instruction, and must guide all students toward the attainment of standards.The driving dynamic force for students cannot merely be competition for an artificial scarcity of success. Because all students can and must succeed in meeting standards, cooperation and collaboration must come into play. The driving forces must be confidence, optimism, and persistence-for all, not just for some. All students must come to believe that they can succeed at learning if they try. They must have continuous access to evidence of what they believe to be credible academic success, however small. This new understanding has spawned increased interest in formative assessment in recent years.What do the "academic achievement standards" in Paragraph 1 refer to?A The driving dynamic forces for all students who need to survive in society.B Confidence, optimism, and persistence that students need in order to succeed.C Differentiated levels of competence specified for students with different abilities.D The missions of students who want to beat others in their achievement race in school.” 相关考题
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Protestantism has been the most dominant form. of religion in Australia over the first two hundred years of modern Australia society.()
此题为判断题(对，错)。
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Your recent work hasn’t ____ your earlier standards.
A.come toB.come upC.come up toD.come up with
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A、volatilityB、situationC、statusD、stand
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A、gone intoB、joined inC、been inD、come into
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请阅读Passage 1, 完成第小题。
Passage 1
In recent years,however, society has come to understand the limitations of schools that merelysort and rank students. We have discovered that students in the bottomone-third to one-half of the rank order-plus all who drop out before beingranked-fail to develop the foundational reading, writing, and mathematicalproficiencies needed to survive in, let alone contribute to, an increasinglytechnically complex and ethnically diverse culture. So today, in asking schoolsto leave no child behind, society is asking that educators raise up the bottomof the rank-.order distribution to a specified level of competence. We callthose expectations our?? "academicachievement standards". Every state has them, and, as a matter of publicpolicy, schools are to be held accountable for making sure that all studentsmeet them.
?To be clear, themission of sorting has not been eliminated from the schooling process. For theforeseeable future, students will still be ranked at the end of high school.However, society now dictates that such a celebration of differences m amountlearned must start at a certain minimum level of achievement for all.
??The implications of this change in missionfor the role of assessment are profound. Assessment and grading proceduresdesigned to permit only a few students to succeed (those at the top of therank-order distribution) must now be revised to permit the possibility that allstudents could succeed at some appropriate level. Furthermore, procedures thatpermitted?? (perhaps even encouraged)some students to give up in hopelessness and to stop trying must now be replacedby others that promote hope and continuous effort. In short, the entireemotional environment surrounding the prospect of being evaluated must change,especially for perennial low achievers.
??The students' missionis no longer merely to beat other students in the achievement race. At leastpart of their goal must be to become competent. Teachers must believe that allstudents can achieve a certain level of academic success, must bring all oftheir students to believe this of themselves, must?accommodate?the factthat students learn at different rates by making use of differentiatedinstruction, and must guide all students toward the attainment of standards.
??The driving dynamicforce for students cannot merely be competition for an artificial scarcity ofsuccess. Because all students can and must succeed in meeting standards,cooperation and collaboration must come into play. The driving forces must beconfidence, optimism, and persistence-for all, not just for some. All studentsmust come to believe that they can succeed at learning if they try. They musthave continuous access to evidence of what they believe to be credible academicsuccess, however small. This new understanding has spawned increased interestin formative assessment in recent years.
Which of the following would happen due to the change in mission for the role of assessment?A.Most students would achieve a certain level of academic success.
B.Educators would raise up the bottom of the rank-order distribution.
C.Teachers would help low achievers to beat high achievers successfully.
D.Schools would eliminate sorting and ranking from the schooling process.
考题
请阅读Passage 1, 完成第小题。
Passage 1
In recent years,however, society has come to understand the limitations of schools that merelysort and rank students. We have discovered that students in the bottomone-third to one-half of the rank order-plus all who drop out before beingranked-fail to develop the foundational reading, writing, and mathematicalproficiencies needed to survive in, let alone contribute to, an increasinglytechnically complex and ethnically diverse culture. So today, in asking schoolsto leave no child behind, society is asking that educators raise up the bottomof the rank-.order distribution to a specified level of competence. We callthose expectations our?? "academicachievement standards". Every state has them, and, as a matter of publicpolicy, schools are to be held accountable for making sure that all studentsmeet them.
?To be clear, themission of sorting has not been eliminated from the schooling process. For theforeseeable future, students will still be ranked at the end of high school.However, society now dictates that such a celebration of differences m amountlearned must start at a certain minimum level of achievement for all.
??The implications of this change in missionfor the role of assessment are profound. Assessment and grading proceduresdesigned to permit only a few students to succeed (those at the top of therank-order distribution) must now be revised to permit the possibility that allstudents could succeed at some appropriate level. Furthermore, procedures thatpermitted?? (perhaps even encouraged)some students to give up in hopelessness and to stop trying must now be replacedby others that promote hope and continuous effort. In short, the entireemotional environment surrounding the prospect of being evaluated must change,especially for perennial low achievers.
??The students' missionis no longer merely to beat other students in the achievement race. At leastpart of their goal must be to become competent. Teachers must believe that allstudents can achieve a certain level of academic success, must bring all oftheir students to believe this of themselves, must?accommodate?the factthat students learn at different rates by making use of differentiatedinstruction, and must guide all students toward the attainment of standards.
??The driving dynamicforce for students cannot merely be competition for an artificial scarcity ofsuccess. Because all students can and must succeed in meeting standards,cooperation and collaboration must come into play. The driving forces must beconfidence, optimism, and persistence-for all, not just for some. All studentsmust come to believe that they can succeed at learning if they try. They musthave continuous access to evidence of what they believe to be credible academicsuccess, however small. This new understanding has spawned increased interestin formative assessment in recent years.
What do the "academic achievement standards" in Paragraph 1 refer to?A.The driving dynamic forces for all students who need to survive in society.
B.Confidence, optimism, and persistence that students need in order to succeed.
C.Differentiated levels of competence specified for students with different abilities.
D.The missions of students who want to beat others in their achievement race in school.
考题
请阅读Passage 1, 完成第小题。
Passage 1
In recent years,however, society has come to understand the limitations of schools that merelysort and rank students. We have discovered that students in the bottomone-third to one-half of the rank order-plus all who drop out before beingranked-fail to develop the foundational reading, writing, and mathematicalproficiencies needed to survive in, let alone contribute to, an increasinglytechnically complex and ethnically diverse culture. So today, in asking schoolsto leave no child behind, society is asking that educators raise up the bottomof the rank-.order distribution to a specified level of competence. We callthose expectations our?? "academicachievement standards". Every state has them, and, as a matter of publicpolicy, schools are to be held accountable for making sure that all studentsmeet them.
?To be clear, themission of sorting has not been eliminated from the schooling process. For theforeseeable future, students will still be ranked at the end of high school.However, society now dictates that such a celebration of differences m amountlearned must start at a certain minimum level of achievement for all.
??The implications of this change in missionfor the role of assessment are profound. Assessment and grading proceduresdesigned to permit only a few students to succeed (those at the top of therank-order distribution) must now be revised to permit the possibility that allstudents could succeed at some appropriate level. Furthermore, procedures thatpermitted?? (perhaps even encouraged)some students to give up in hopelessness and to stop trying must now be replacedby others that promote hope and continuous effort. In short, the entireemotional environment surrounding the prospect of being evaluated must change,especially for perennial low achievers.
??The students' missionis no longer merely to beat other students in the achievement race. At leastpart of their goal must be to become competent. Teachers must believe that allstudents can achieve a certain level of academic success, must bring all oftheir students to believe this of themselves, must?accommodate?the factthat students learn at different rates by making use of differentiatedinstruction, and must guide all students toward the attainment of standards.
??The driving dynamicforce for students cannot merely be competition for an artificial scarcity ofsuccess. Because all students can and must succeed in meeting standards,cooperation and collaboration must come into play. The driving forces must beconfidence, optimism, and persistence-for all, not just for some. All studentsmust come to believe that they can succeed at learning if they try. They musthave continuous access to evidence of what they believe to be credible academicsuccess, however small. This new understanding has spawned increased interestin formative assessment in recent years.
Which of the following is closest in meaning to the underlined word “accommodate” in Paragraph 4?A.Adapt.
B.Match.
C.Accept.
D.Understand.
考题
--Has your former classmate come back from the USA
--Yes, he___________there for eight years.
A.has stayed
B.stays
C.stayed
D.had stayed
考题
共用题干
Science Fiction1 Amongst the most popular books being written today are those which are usually classified as science fiction.Hundreds of titles are published every year and are read by all kinds of people.Furthermore,some of the most successful films of recent years have been based on science fiction stories.2 It is often thought that science fiction is a fairly new development in literature,but its ancestors can be found in books written hundreds of years ago.These books were often concerned with the presentation of some form of ideal society,a theme which is still often found in modern stories.3 Most of the classics of science fiction,however,have been written within the last hundred years. Books by writers such as Jules Verne and H.G.Wells,to mention just two well-known authors,have been translated into many languages.4 Modern science fiction writers don ' t write about men from Mars（火星）or space adventure stories. They are more interested in predicting the results of technical developments on society and the human mind; or in imagining future worlds which are a reflection of the world which we live in now.Because of this,their writing has obvious political undertones（含义）.5 In an age where science fact frequently overtakes（超过）science fiction , the writers may find it difficult to keep ahead of scientific advances.Those who are sufficiently clear-sighted to see the way we are going,however,may provide a valuable lesson on how to deal with the problems which society will inevitably face as it tries to master its new technology.Some form of ideal society is______.A:concerned with the problems to solve in the futureB:to keep ahead of scientific advancesC:have political implicationD:a current themeE:read worldwideF:a reciirrent theme
考题
In recent years, much more emphasis has been put ___________ developing the students′ productive skills.A.onto
B.over
C.in
D.on
考题
Among the most popular books being written today are those which are usually classified as science fiction. Hundreds of titles are published every year and are read by all kinds of people.
Furthermore, some of the most successful films in recent years have been based on science fiction stories.
It is often thought that science fiction is a fairly new development in literature, but it can be found in books written hundreds of years ago. These books were often concerned with the presentation of some form of ideal society, a theme which is still often found in modern stories.
Most of the classics of science fiction, however, have been written within the last hundred years. Books by writers such as Jules Verne and H.G. Wells, to mention just two well-known
authors, have been translated into many languages. Modern science fiction writers don't write about men from Mars or space adventure stories. They are more interested in predicting the results of technical developments on society and the human mind; or in imagining future world which are a reflection of the world which we live in now. Because of this their writing has obviously political undertones.
In an age where science fact frequently overtakes science fiction, the writers may find it difficult to keep ahead of scientific advances. Those who are sufficiently clear-sighted to see the way we are going, however, may provide a valuable lesson on how to deal with the problems which society will inevitably face as it tries to master its new technology.
Which of the following statements can't prove that science fiction is very popular today 查看材料A.Hundreds of titles are published every year.
B.All kinds of people love it.
C.Some of the most successful films of recent years have been based on science fiction stories.
D.Science fiction can be found in books written hundreds of years ago.
考题
Among the most popular books being written today are those which are usually classified as science fiction. Hundreds of titles are published every year and are read by all kinds of people.
Furthermore, some of the most successful films in recent years have been based on science fiction stories.
It is often thought that science fiction is a fairly new development in literature, but it can be found in books written hundreds of years ago. These books were often concerned with the presentation of some form of ideal society, a theme which is still often found in modern stories.
Most of the classics of science fiction, however, have been written within the last hundred years. Books by writers such as Jules Verne and H.G. Wells, to mention just two well-known
authors, have been translated into many languages. Modern science fiction writers don't write about men from Mars or space adventure stories. They are more interested in predicting the results of technical developments on society and the human mind; or in imagining future world which are a reflection of the world which we live in now. Because of this their writing has obviously political undertones.
In an age where science fact frequently overtakes science fiction, the writers may find it difficult to keep ahead of scientific advances. Those who are sufficiently clear-sighted to see the way we are going, however, may provide a valuable lesson on how to deal with the problems which society will inevitably face as it tries to master its new technology.
The best title of the passage may probably be查看材料A.Science Fiction
B.The Popularity of Science Fiction
C.The Origin of Science Fiction
D.The Themes of Science Fiction
考题
Among the most popular books being written today are those which are usually classified as science fiction. Hundreds of titles are published every year and are read by all kinds of people.
Furthermore, some of the most successful films in recent years have been based on science fiction stories.
It is often thought that science fiction is a fairly new development in literature, but it can be found in books written hundreds of years ago. These books were often concerned with the presentation of some form of ideal society, a theme which is still often found in modern stories.
Most of the classics of science fiction, however, have been written within the last hundred years. Books by writers such as Jules Verne and H.G. Wells, to mention just two well-known
authors, have been translated into many languages. Modern science fiction writers don't write about men from Mars or space adventure stories. They are more interested in predicting the results of technical developments on society and the human mind; or in imagining future world which are a reflection of the world which we live in now. Because of this their writing has obviously political undertones.
In an age where science fact frequently overtakes science fiction, the writers may find it difficult to keep ahead of scientific advances. Those who are sufficiently clear-sighted to see the way we are going, however, may provide a valuable lesson on how to deal with the problems which society will inevitably face as it tries to master its new technology.
According to the passage, we know that查看材料A.science fiction is a fairly new development in literature
B.the history of science fiction is less than a hundred years
C.the science fiction in the past is more popular than modern science fiction
D.modern science fiction usually has obviously political undertones
考题
单选题He has come to work for a local newspaper about ten years ago, when he graduated from Peking University.A
has comeB
forC
whenD
from
考题
单选题Passage1In recent years，however，society has come to understand the limitations of schools that merely sort and rank students. We have discovered that students in the bottom one-third to one-half of the rank order-plus all who drop out before being ranked-fail to develop the foundational reading，writing，and mathematical proficiencies needed to survive in，let alone contribute to，an increasingly technically complex and ethnically diverse culture. So today，in asking schools to leave no child behind，society is asking that educators raise up the bottom of the rank-order distribution to a specified level of competence. We call those expectations our academic achievement standards.Every state has them，and，as a matter of public policy，schools are to be held accountable for making sure that all students meet them.To be clear，the mission of sorting has not been eliminated from the schooling process. Forthe foreseeable future, students will still be ranked at the end of high school. However, society now dictates that such a celebration of differences in amount learned must start at a certain minimum level of achievement for all.The implications of this change in mission for the role of assessment are profound. Assessment and grading procedures designed to permit only a few students to succeed (those at the top of the rank-order distribution) must now be revised to permit the possibility that all students could succeed at some appropriate level. Furthermore, procedures that permitted (perhaps even encouraged) some students to give up in hopelessness and to stop trying must now be replaced by others that promote hope and continuous effort. In short, the entire emotional environment surrounding the prospect of being evaluated must change, especially for perennial low achievers.The students' mission is no longer merely to beat other students in the achievement race. At least part of their goal must be to become competent. Teachers must believe that all students can achieve a certain level of academic success, must bring all of their students to believe this of themselves, must accommodate the fact that students learn at different rates by making use of differentiated instruction, and must guide all students toward the attainment of standards.The driving dynamic force for students cannot merely be competition for an artificial scarcity of success. Because all students can and must succeed in meeting standards, cooperation and collaboration must come into play. The driving forces must be confidence, optimism, and persistence-for all, not just for some. All students must come to believe that they can succeed at learning if they try. They must have continuous access to evidence of what they believe to be credible academic success, however small. This new understanding has spawned increased interest in formative assessment in recent years.Which is meant by the author about the emotional promise of assessment for students？A
To reach a minimum level of achievement.B
To build up their confidence in success.C
To enable them to compete with others.D
To help them realize their goals.
考题
单选题-Has your former classmate come back from the USA?-Yes, he _____there for eight years.A
has stayedB
staysC
stayedD
had stayed
考题
单选题Its business culture,（）has brought the world “shareholder value” and “IPOs”,（）commercial thinking in recent years and will continue to do so.A
which; has leadedB
which; has been leadingC
that; has leadedD
that; has been leading
考题
单选题In more recent years，（）has been used by civilians in many new ways to determine positions，such as in automobile and boat navigation，hiking，emergency rescue，and precision agriculture and mining.A
GPSB
GMDSSC
AISD
Navtex
考题
单选题Although recent years have seen（）reductions in noxious pollutants from individual motor vehicles, the number of such vehicles has been steadily increasing.A
substantialB
substanceC
submitD
subjective
考题
单选题The author says “... the public has no reason to panic” (Paragraph 5) because _____.A
the transition is still thousands of years awayB
the new transition will come 780000 years from nowC
the transition can be precisely predicted by scientistsD
the process of the transition will take a very long time to finish
考题
单选题From the passage, we learn that _____.A
World Bank has done nothing to help the poor in the worldB
IMF only helps the rich in the worldC
World Bank controls all the banks in the worldD
There are some demonstrations against World Bank in recent years
考题
单选题Passage1In recent years，however，society has come to understand the limitations of schools that merely sort and rank students. We have discovered that students in the bottom one-third to one-half of the rank order-plus all who drop out before being ranked-fail to develop the foundational reading，writing，and mathematical proficiencies needed to survive in，let alone contribute to，an increasingly technically complex and ethnically diverse culture. So today，in asking schools to leave no child behind，society is asking that educators raise up the bottom of the rank-order distribution to a specified level of competence. We call those expectations our "academic achievement standards".Every state has them，and，as a matter of public policy，schools are to be held accountable for making sure that all students meet them.To be clear，the mission of sorting has not been eliminated from the schooling process. Forthe foreseeable future, students will still be ranked at the end of high school. However, society now dictates that such a celebration of differences in amount learned must start at a certain minimum level of achievement for all.The implications of this change in mission for the role of assessment are profound. Assessment and grading procedures designed to permit only a few students to succeed (those at the top of the rank-order distribution) must now be revised to permit the possibility that all students could succeed at some appropriate level. Furthermore, procedures that permitted (perhaps even encouraged) some students to give up in hopelessness and to stop trying must now be replaced by others that promote hope and continuous effort. In short, the entire emotional environment surrounding the prospect of being evaluated must change, especially for perennial low achievers.The students' mission is no longer merely to beat other students in the achievement race. At least part of their goal must be to become competent. Teachers must believe that all students can achieve a certain level of academic success, must bring all of their students to believe this of themselves, must accommodate the fact that students learn at different rates by making use of differentiated instruction, and must guide all students toward the attainment of standards.The driving dynamic force for students cannot merely be competition for an artificial scarcity of success. Because all students can and must succeed in meeting standards, cooperation and collaboration must come into play. The driving forces must be confidence, optimism, and persistence-for all, not just for some. All students must come to believe that they can succeed at learning if they try. They must have continuous access to evidence of what they believe to be credible academic success, however small. This new understanding has spawned increased interest in formative assessment in recent years.Which of the following would happen due to the change in mission for the role of assessment?A
Most students would achieve a certain level of academic success.B
Educators would raise up the bottom of the rank-order distribution.C
Teachers would help low achievers to beat high achievers successfully.D
Schools would eliminate sorting and ranking from the schooling process.
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