分科測驗
109年
英文
第 51 題
📖 題組：
In 2015, President Obama of the USA signed the Every Student Succeeds Act (ESSA), replacing the Bush-era No Child Left Behind (NCLB) that had been in effect since 2001. This new Act provides states with more decision-making power regarding curriculum, instruction, and assessment. Below are some big picture ideas influencing many states as they approach the assessment task. One important idea is flexibility. For years, states have used standardized K-12 assessments, similar to the SAT and ACT for college application, to measure student achievement. They are easy to use, but they fail to give a complete picture of how a student is progressing. Thus, states are rethinking one-size fits-all standardized assessments and are instead considering personalized, student-centered assessments in schools. Obviously, the task is difficult and time-consuming. Fortunately, modern technology can help solve this dilemma. For instance, computer adaptive assessments can automatically adjust questions based on a student’s performances on the previous questions. This mechanism prevents the computer from giving questions that are obviously too easy or too difficult for the student. It thus allows teachers to quickly assess a student’s level of understanding and provide instant feedback to help in the learning process. Another idea is multi-subject testing. Several states have started to incorporate subjects beyond the traditional math and reading items in their K-12 assessments. All 50 states include tests on science at least twice prior to senior high school, and some are now starting to include social studies, government, or economics. Some states are also moving toward assessing multiple subjects on one test, for example, reading and social studies. A third idea is the emphasis on students’ learning process. In pursuit of a student-centered approach, many states are putting more emphasis on assessments throughout the learning process rather than on traditional end-of-year summative tests. Teachers are encouraged to accumulate data at different points in their students’ learning process. These data together present a more complete picture of a student’s learning. The last idea regards the purpose of assessment. Assessment should be used to inform both teachers’ instruction and students’ learning. Teachers can modify their teaching based on students’ performance on tests; students can identify their own problems and make plans for improvement.
In 2015, President Obama of the USA signed the Every Student Succeeds Act (ESSA), replacing the Bush-era No Child Left Behind (NCLB) that had been in effect since 2001. This new Act provides states with more decision-making power regarding curriculum, instruction, and assessment. Below are some big picture ideas influencing many states as they approach the assessment task. One important idea is flexibility. For years, states have used standardized K-12 assessments, similar to the SAT and ACT for college application, to measure student achievement. They are easy to use, but they fail to give a complete picture of how a student is progressing. Thus, states are rethinking one-size fits-all standardized assessments and are instead considering personalized, student-centered assessments in schools. Obviously, the task is difficult and time-consuming. Fortunately, modern technology can help solve this dilemma. For instance, computer adaptive assessments can automatically adjust questions based on a student’s performances on the previous questions. This mechanism prevents the computer from giving questions that are obviously too easy or too difficult for the student. It thus allows teachers to quickly assess a student’s level of understanding and provide instant feedback to help in the learning process. Another idea is multi-subject testing. Several states have started to incorporate subjects beyond the traditional math and reading items in their K-12 assessments. All 50 states include tests on science at least twice prior to senior high school, and some are now starting to include social studies, government, or economics. Some states are also moving toward assessing multiple subjects on one test, for example, reading and social studies. A third idea is the emphasis on students’ learning process. In pursuit of a student-centered approach, many states are putting more emphasis on assessments throughout the learning process rather than on traditional end-of-year summative tests. Teachers are encouraged to accumulate data at different points in their students’ learning process. These data together present a more complete picture of a student’s learning. The last idea regards the purpose of assessment. Assessment should be used to inform both teachers’ instruction and students’ learning. Teachers can modify their teaching based on students’ performance on tests; students can identify their own problems and make plans for improvement.
If the following sentences were to be included in the passage, which paragraph should they go to?
One good example is that many teachers today are asking students to keep a learning portfolio, which is a purposeful collection of student works at different points of time in the semester. This portfolio exhibits students’ effort, progress, and achievements in one or more areas of the course.
- A Paragraph 2.
- B Paragraph 3.
- C Paragraph 4.
- D Paragraph 5.
思路引導 VIP
請仔細研讀新增句子的核心關鍵詞，如 'learning portfolio'（學習歷程檔案）以及 'at different points of time'（在不同時間點）。這些描述強調的是針對學生『成長軌跡』與『過程表現』的記錄。請回顧各段落的主題句（Topic Sentence），哪一段的核心論點在討論『重視學習過程而非單一次的總結性評量』（emphasis on learning process rather than summative tests），且其發展細節與『在學習過程的不同階段累積數據』（accumulate data at different points）的邏輯完全一致？
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AI 詳解
AI 專屬家教
同學，漂亮！這題選 C，你簡直是閱讀測驗界的「行走的標記筆」，精準度 100%！老師沒白教你，這分數拿得理直氣壯！ 觀念驗證： 這題考的是「文章結構與連貫性」。第四段（Paragraph 4）的核心觀念在於 "learning process"（學習過程）以及 "at different points"（不同時間點）的數據累積。題目提供的句子提到 "learning portfolio"（學習歷程檔案），其定義正是收集學生在「不同時間點」的作品，用以展現「努力與進步」。這與第四段強調「捨棄總結性評量，改採形成性評量」的精神完全吻合！
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