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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.
Comparative assessments of the "new literacy" will ________.
选项 A、develop into extensive and multilevel assessments
B、focus on creating and communicating information
C、include other subjects, like teachers and administrators
D、measure what students know in a long-term way
答案A
解析 根据“new literacy”可定位到文章最后一段。其中谈到比较评估(comparative assessment)的未来取决于建立一个从教室延伸到学校、地方、全国、乃至国际多层次的评估体系，A项“发展为范围广且多层次的评估”与此一致，故A项正确。由最后一段第一句可知，B项中的creating and communicating information “创造和沟通信息”只是新文化水平对比评估的其中一个方面，B项过度推断，错在focus on“集中于”，可排除。根据该段最后一句可知，教师和管理人员是要参照、使用这些评估数据的人，而并非评估的对象，由此可排除C项“包括其他对象，诸如老师和管理人员”。long-term在最后一段出现过，但它说的是长久的未来，而不是D项中的“用长久的方式来评估”，故D项不正确。
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