Question

　　A historical change is taking place in middle-school education. Teachers are being asked to be responsible, as never before, for how well they serve their students. It has become as common in middle schools for students to grade teachers as for teachers to grade students. In fact, student ratings (评价) have become the most widely used and in many cases, the only important information on teaching effectiveness. In comparing three studies of the same 600 middle and high schools in more than thirty states, it was found that the number of schools using student ratings to evaluate (评估) teachers had climbed from 29 percent to 68 percent to 86 percent. No other method of evaluation got that degree of usage, and other studies have found similar results.

　　One reason that student evaluations of teachers have become so popular is that they are easy to carry out and to score. But they are also easy to put to wrong use. If they are expected to throw meaningful light on teachers' performance, the ratings must be used in a way that shows at least some of what we've learnt about them from research and from experience.

　　Research and experience have shown us, for example, that student ratings should never be the only basis for evaluating teaching effectiveness. There is much more to teaching than what is evaluated on student rating forms. When ratings are used, we know that students should not be expected to judge whether the materials used in a course are up to date (新颖的，时尚的) or how well the teacher knows the subject matter of the course. These judgments that require professional background are best left to the teacher's fellow workers. On the other hand, students should be asked to comment (评论) what they have learned in a course, and to report on such things as a teacher's ability to communicate at the students' level, general behavior in the classroom, relationship with the students, ability to develop interest in the subject and ways to encourage students to teach themselves.

(1) The central idea of the passage is that ________.

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A．student ratings are the only way to learn about teaching effectiveness

B．other methods are better than student ratings in evaluating teachers

C．it is quite right to make student ratings popular in the country

D．student ratings are very popular and should be properly used

(2) In Paragraph 2, the underlined expression "throw meaningful light on teachers' performance" means ________.

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A．judging teachers' teaching ability and understanding of the course

B．making teachers' performance clear and understood to all

C．having a main opinion of teachers' performance

D．speaking highly of the teachers' performance

(3) Which of the following statements can be inferred from the passage?

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A．Students should not be asked questions that require professional background.

B．Student evaluations are popular because they are extremely accurate.

C．Student ratings can be used in all the schools in any case.

D．Student ratings are already used in almost every school.

(4) In student ratings, one can not asked the question "________"

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A．Can the teacher make himself easily understood?

B．How does the teacher deal with the students?

C．Are students interested in what is taught?

D．Is what is taught by the teacher new?

Answer 1

答案：D;B;A;D
解析：

(1) 主旨大意题。本文主要讲述的是学生评估在对教师进行测评中的广泛应用及如何正确地使用这种测评方式，D项最能概括文章大意。 (2) 推理判断题。第二段中指出，学生评估很容易被误用，故这种评估必须是通过调查研究和经验，在能够反映教师真实情况的时候，才能使大家清楚、明了老师们的表现。 (3) 细节理解题。由第三段倒数第二句可知，那些有关专业背景的问题最好是留给老师的同事们，而不要去问学生。 (4) 推理判断题。由文章末段第三句中的"students should not be expected to judge whether the materials used in a course are up to date"可知，不能问学生"老师教授的东西是否新颖"这样的问题。