re that the scale with which we are comparing our subjects provides a ‘valid’ or ‘fair’ comparison. It is here that some of the difficulties which interest us begin. Any test performed involves at least three factors: the intention to do one’s best, the knowledge required for understanding what you have to do, and the intellectual ability to do it. (74) The first two must be equal for all who are being compared, if any comparison in terms of intelligence is to be made. In school populations in our culture these assumptions can be made fair and reasonable, and the value of intelligence testing has been proved thoroughly. Its value lies, of course, in its providing a satisfactory basis for prediction. No one is in the least interested in the marks a little child gets on his test; what we are interested in is whether we can conclude from his mark on the test that the child will do better or worse than other children of his age at tasks which we think require ‘general intelligence’.

(75) On the whole such a conclusion can be drawn with a certain degree of confidence, but only if the child can be assumed to have had the same attitude towards the test as the others with whom he is being compared, and only if he was not punished by lack of relevant information which they possessed.

Section VI: Writing

DIRECTIONS:

[A] Title: FOR A BETTER UNDERSTANDING BETWEEN PARENT AND CHILD

[B] Time limit: 40 minutes

[C] Word limit: 120-150 words (not including the given opening sentence)

[D] Your composition should be based on the OUTLINE below and should start with the given opening sentence.

[E] Your composition must be written clearly in the ANSWER SHEET. (15 points)

OUTLINE:

1. Present situation: Lack of communication between parent and child

2. Possible reasons:

1) Different likes and dislikes

2) Misunderstanding

3) Others

3. Suggestions:

l) For parents

2) For children

 

1992年參考答案

Section I: Structure and Vocabulary (15 points)

1.    [C]  2.    [D]  3.    [B]   4.    [C]  5.    [C]

6.    [A]  7.    [B]   8.    [C]  9.    [D]  10.   [C]

11.   [B]   12.   [D]  13.   [D]  14.   [A]  15.   [B]

16.   [C]  17.   [A]  18.   [C]  19.   [D]  20.   [C]

21.   [A]  22.   [B]   23.   [D]  24.   [D]  25.   [A]

26.   [B]   27.   [C]  28.   [A]  29.   [A]  30.   [D]

Section II: Reading Comprehension (30 points)

31.   [C]  32.   [D]  33.   [A]  34.   [B]   35.   [B]

36.   [D]  37.   [D]  38.   [D]  39.   [A]  40.   [D]

41.   [C]  42.   [B]   43.   [A]  44.   [C]  45.   [A]

Section III: Cloze Test (15 points)

46.   [D]  47.   [A]  48.   [B]   49.   [B]   50.   [C]

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