大学英语实用阅读(上).pptVIP

大学英语实用阅读(上) College English Reading Unit One Text: How to Measure What You Learned in College Supplementary Reading: Passage 1 Six Ways to Be Happy with Your College Choice Passage 2 Funding in American Higher Education Lead-in Questions I. Directions: before reading the text, think about the following questions and discuss them with your partners: 1. What value do you see in university examinations for measuring a student’s comprehension of the course material that student has been exposed to? 2. If examinations are not the way to measure a student’s comprehension, what other methods of evaluation would you suggest? 3. Do you think there are viable methods that can truly measure or assess ACCURATELY what a student has learned in college? If not, then what can a university do to ACCURATELY assess or measure a student’s performance before certifying or granting a degree? II. Directions: go to a library or refer to the internet to search some information about the following topics. U.S. News World Report America’s Best colleges Collegiate Learning Assessment (CLA) National Survey of Student Engagement (NSSE) SAT GMAT Stanford University Vocabulary  I. Directions: in the following sentences, do not try to learn the italicized words. Concentrate on developing your ability to grasp the meaning of unfamiliar words with the help of context clues. Read each sentence carefully and write a synonym, description or definition on your own. 1. A 2000 report by the center said assessment of student academic progress has only a marginal influence on college decision makers. marginal small; slight; 2. Peter Ewell, senior associate of the National Center for Higher Education Management Systems in Boulder, Colo., said that to most college professors, assessment of learning was at best a dubious diversion to be ignored, and at worst a philistine intrusion to be resisted. dubious: uncertain in result; in doubt philistine: having no interest or