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  3. We might marvel at the progress made in every field of study, but the methods of testing a person’s knowledge and ability remain

We might marvel at the progress made in every field of study, but the methods of testing a person’s knowledge and ability remain

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问题     We might marvel at the progress made in every field of study, but the methods of testing a person’s knowledge and ability remain as primitive as ever they were. It really is extraordinary that after all these years, educationists have still failed to devise anything more efficient and reliable than examinations.
【C1】______
    As anxiety makers, examinations are second to none. That is because so much depends on them. They are the mark of success or failure in our society. Your whole future may be decided in one fateful day. It doesn’t matter that you weren’t feeling very well, or that your mother died. Little things like that don’t count: the exam goes on. No one can give of his best when he is in normal terror, or after a sleepless night, yet this is precisely what the examination system expects him to do.
【C2】______
    Can we wonder at the increasing number of "dropouts": young people who are written off as utter failures before they have even embarked on a career? Can we be surprised at the suicide rate among students?
【C3】______
    The examination system does anything but that. What has to be learnt is rigidly laid down by a syllabus, so the student is encouraged to memorize. Examinations do not motivate a student to read widely, but to restrict his reading; they do not enable him to seek more and more knowledge, but induce cramming.
    Examinations lower the standards of teaching, for they deprive the teacher of all freedom.
【C4】______
    The results on which so much depends are often nothing more than a subjective assessment by some anonymous examiner. Examiners are only human.
【C5】______
    There must surely be many simpler and more effective ways of assessing a person’s true abilities. Is it cynical to suggest that examinations are merely a profitable business for the institutions that run them? This is what it boils down to in the last analysis. The best comment on the system is this illiterate message recently scrawled on a wall: "I were a teenage dropout and now I are a teenage millionaire. "
[A]Teachers never understand that we may get sick, oversleep, get hangovers, have family problems, have bad days, and break up with significant others. They are only concerned about the marks.
[B]Teachers themselves are often judged by examination results and instead of teaching their subjects, they are reduced to training their students in exam techniques which they despise.
[C]They get tired and hungry; they make mistakes. Yet they have to mark stacks of hastily scrawled scripts in a limited amount of time. They work under the same sort of pressure as the candidates. And their word carries weight. After a judge’s decision you have the right of appeal, but not after an examiner’s.
[D]In some countries, the workload is excruciatingly heavy. The moment a child begins school, he enters a world of vicious competition where success and failure are clearly defined and measured.
[E]Although many people complain about the harm incurred by exams. But can we make sure that the students can study well after we do away with exams? By no means, students are too young to realize the importance of learning. Exams should be reserved for students for they never fail to encourage them to make further effort.
[F]A good education should, among other things, train you to think for yourself.
[G]For all the pious claim that examinations test what you know, it is common knowledge that they more often do the exact opposite. They may be a good means of testing memory, but they can tell you nothing about a person’s true ability and aptitude.
【C1】
选项
答案G
解析 此项紧接上文，批判考试制度达不到检验学生成绩好坏的初衷。尽管教育学家们虔诚地声称考试测试的是学生的知识，可众所周知的是考试效果常常适得其反。考试可能是检测记忆的好手段，但根本无法测出一个人的真实能力和天资。
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