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  3. How useful are the views of public school students about their teachers? Quite useful, according to preliminary results rele

How useful are the views of public school students about their teachers? Quite useful, according to preliminary results rele

admin2013-03-11  43
问题     How useful are the views of public school students about their teachers?
    Quite useful, according to preliminary results released on Friday from a research project that is intended to find new ways of distinguishing good teachers from bad.
    Teachers whose students described them as skillful at maintaining classroom order, at focusing their instruction and at helping their charges learn from their mistakes are often the same teachers whose students learn the most in the course of a year, as measured by gains on standardized test scores, according to a progress report on the research.
    Financed by the Bill and Melinda Gates Foundation, the two-year project involves scores of social scientists and some 3,000 teachers and their students in districts such as New York and Pittsburgh.
    Statisticians began the effort last year by ranking all the teachers using a statistical method known as value-added modeling, which calculates how much each teacher has helped students learn based on changes in test scores from year to year.
    Thousands of students have filled out confidential questionnaires (秘密调查问卷) about the learning environment that their teachers create. After comparing the students’ ratings with teachers’ value-added scores, researchers have concluded that there is quite a bit of agreement.
    Classrooms where a majority of students said they agreed with the statement, "Our class stays busy and doesn’t waste time," tended to be led by teachers with high value-added scores, the report said.
    The same was true for teachers whose students agreed with the statement, "In this class, we learn to correct our mistakes."
    Few of the nation’s 15,000 public school districts systematically question students about then-classroom experiences, in contrast to American colleges, many of which collect annual student evaluations to improve instruction, Dr. Ferguson said.
    Until recently, teacher evaluations were little more than a formality (形式) in most school systems, with the vast majority of instructors getting top ratings, often based on a principal’s superficial impressions.
    But now some 20 states are overhauling their evaluation systems, and many policymakers have been asking the Gates Foundation for suggestions on what measures of teacher effectiveness to use, said Vicki L. Phillips, a director of education at the foundation.
    One notable early finding, Ms. Phillips said, is that teachers who incessantly (不停地) drill their students to prepare for standardized tests tend to have lower value-added learning gains than those who simply work their way methodically through the key concepts of literacy and mathematics.
What deserves to be noticed in preliminary results of the study?
选项 A、Teachers explaining literary ideas are most popular at school.
B、Teaching to the test makes students do worse on the tests.
C、It’s helpful to spend much of the class time practicing for tests.
D、Literacy and mathematics are often overlooked in high schools.
答案B
解析 根据题干中的noticed和preliminary results将本题出处定位到末段。该段提到，初步研究结果中值得关注的一点是……那些一味训练学生以备考标准考试的教师往往获得较低的教学结果增值评价得分。结合前面提到的增值模式指的是根据学生每个学年考试成绩的变化来评估教师对学生的学业起了多大的帮助可知，教师的增值评价得分低就意味着训练学生备考对学生的帮助较少，从而使学生考试成绩更差，故答案为[B]。[C]与原文意思相反：那些单纯地按照语文和数学的重点概念有条不紊地进行授课的教师的得分稍高并不代表他们最受欢迎，故排除[A][D]是针对末句设的干扰项。
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