2. 职称英语
  3. [img]2012q2/ct_etoefm_etoefspeaka_0354_20124[/img] [originaltext]Student A Well

[img]2012q2/ct_etoefm_etoefspeaka_0354_20124[/img] [originaltext]Student A Well

游客2025-02-07  19
问题
Student A  Well, um, what do you think of the reports given recently?
Student B  You mean the reports related to the foreign students who want to attend the college?
Student A  Exactly.
Student B  I think the new standards for admission tests are fair, because candidates must earn a score of at least five hundred and fifty on the TOEFL test. And they must also be tested in mathematics when they arrive here.
Student A  Do you really think so? Well, you know five hundred and fifty is rather high for some of the newcomers.
Student B  Could be! But language ability is really important. Our college is offering more than one hundred programs to train students for jobs. These students usually graduate after two years.
Student A  Does it matter too much?
Student B  Yeah, of course. If they have a number of difficulties in understanding the courses here, they will be totally at a loss.
Student A  Okay, sounds reasonable.
选项
答案 Many people contribute our failure of education to our obsession with exams. However, exams are not to be blamed. Rather, it is our attitude towards exams that needs updating. Regarding exams as the arch criminal of suppression of a creative mind and advocator of passive memorizing certainly does injustice to exams.
    Exams are intended to test one’s range and depth of knowledge, in which there is nothing unjustifiable. True mastery of any branch of knowledge inevitably involves memorization, and only a lazy mind resorts to memorization without comprehension beforehand. Taking a shortcut and giving up creative thinking yourself is your fault, not the exams’ fault.
    Exams are often taken as criteria to assess one’s ability, which is the primary source of people’s grievances. Exams, or rather grading of exam results are said to be unjust as they are subject to subjective assessment of an individual as well as unscientific method of testing. In the former case, I can only assure you that there’s nothing absolute as long as human activities are involved and that practices have proved the reasonable existence of exams. In the latter, it’s up to the examiners to improve testing methods, rather than abolishing exams.
    Therefore, there is every reason for upholding exams. But in order to bring the advantages of exams into full play, we should adopt a positive and active attitude toward examinations, taking no shortcut, and making the fullest preparations.
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