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When public schooling began to expand access to education in the 19th century, literacy was mainly about learning to read, a set

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问题     When public schooling began to expand access to education in the 19th century, literacy was mainly about learning to read, a set of technical skills that individuals would acquire once for a lifetime in order to process a fairly established body of coded knowledge. For most, though not all, individuals in the industrialized world, those technical reading skills can now largely be taken for granted. But literacy requirements have shifted toward reading for learning—the capacity to identify, understand, interpret, create, and communicate knowledge, using written materials associated with varying situations in changing contexts. These skills have now become an almost universal requirement for success in the industrialized world.
    This shift in the concept of literacy is perhaps best illustrated with statistics on skill utilization in the labor force. It is no longer manual skills but routine cognitive skills that see the steepest decline in labor-market demand in advanced economies. Computers can replace humans for tasks involving processing of information through inductive or deductive rules. Routine cognitive skills are easier to outsource to foreign producers than other kinds of work: When a task can be reduced to rules, the process needs to be explained only once, so communicating with foreign producers is much simpler than for non-rules-based tasks where each piece of work is a special case. The reproduction of a fixed body of knowledge, acquired with technical reading skills, is therefore no longer sufficient. Individuals need the capacity to infer from what they know, to use knowledge in new ways or situations, and to generate new knowledge.
    Ensuring that assessments are comparable across countries is critical. Another challenge relates to external validity, verifying that literacy assessments measure what they set out to measure and that those skills are predictive for future outcomes of individuals. Adult literacy surveys show that competencies in major educational, training and work transitions are generally better predictors for earnings and employment status than the level of formal educational qualification that individuals had attained.
    Important aspects of the "new literacy" concept, especially elements of creating and communicating information, remain beyond the scope of large-scale comparative assessment. The long-term future lies with multi-layered assessment systems that extend from classrooms to schools to regional to national to international levels, that measure not just what students know but also how students progress, that are largely performance-based, that make students’ thinking visible, and that allow for divergent thinking. Also, these assessments must generate data that teachers, administrators, and policymakers can act upon.
Adult literacy surveys are to verify that ________.
选项 A、certain cognitive skills foretell the future of an individual
B、literacy assessments play an important part in identity searching
C、literacy assessments can be compared across different nations
D、the ability to generate new knowledge decides employment status
答案A
解析 根据，Adult literacy surveys定位到文章第三段最后一句。该句提到，成人文化水平调查显示，在教育、培训和工作的重要过渡时期的能力。通常比正常受教育程度更能决定人的收入和地位。该句与前一句中的“证实文化水平评估所测评的技能对人类未来起预测作用”相呼应，说明某些认知技能会预示人的未来，因此A项为正确答案。B项中的identity searching“身份搜寻”在文中没有提到。C项“文化水平评估可在不同的国家之间进行比较”对应第三段第一句，但它不是成人文化水平调查要证明的东西，C项属于答非所问。D项“创造新知识的能力决定雇用情况”，文中说的只是“在教育、培训和工作的重要过渡时期的能力”而不是“创造新知识的能力”，D项属于过度推测。
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