A. actually B. calculating C. conducting D. conformed E. criticall

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问题 A. actually B. calculating C. conducting D. conformed    E. critically
F. identified G. inadequate H. insight I. intricate    J. motivation
K. multiple L. peers    M. performance  N. recommended O. standardized
Of all the goals of the education reform movement, none is more difficult than developing an objective method to assess teachers. Studies show that over time, test scores do not provide a consistent means of separating good from bad instructors. Test scores are an 【C1】______ indicator of quality because too many factors outside of the teachers’ control can influence student【C2】______from year to year—or even from classroom to classroom during the same year. Often, more than half of those teachers 【C3】______ as the poorest performers one year will be judged average or above average the next, and the results are almost as bad for teachers with 【C4】______ classes during the same year.
Fortunately, there’s a far more direct approach: measuring the amount of time a teacher spends delivering relevant instruction—in other words, how much teaching a teacher 【C5】______ gets done in a school day. This is hardly a new 【C6】______. Thirty years ago two studies using this approach found that some teachers were able to deliver as much as 14 more weeks a year of relevant instruction than their less efficient 【C7】______. There was no secret to their success: it was obvious that the efficient teachers 【C8】______ strictly to the curriculum, maintained stem discipline and
minimized non-instructional activities, like 【C9】______ unessential classroom business when they should have been focused on the curriculum.
And both studies found that the teachers who taught more were also the teachers who produced students who performed well on 【C10】______ tests. [br] 【C10】

选项

答案 O

解析空格可填入名词、形容词或分词，修饰tests。现阶段衡量学生学习能力的考试，应该是“标准化测试”，因此选择词库中的standardized“标准化的”。

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