对评价对象的现实状况及存在的问题、产生的原因所进行的价值判断属于（）。

[单选题]Passage1Today's adults grew up in schools designed to sort us into the various segments of our social and economic system. The amount of time available to learn was fixed: one year per grade. The amount learned by the end of that time was free to vary: some of us learned a great deal；some，very little. As we advanced through the grades，those who had learned a great deal in previous grades continued to build on those foundations. Those who had failed to master the early prerequisites within the allotted time failed to learn that which followed. After 12 or 13 years of cumulative treatment of this kind，we were，in effect，spread along an achievement continuum that was ultimately reflected in each student's rank in class upon graduation.From the very earliest grades, some students learned a great deal very quickly and consistently scored high on assessments. The emotional effect of this was to help them to see themselves as capable learners, and so these students became increasingly confident in school. That confidence gave them the inner emotional strength to take the risk of striving for more success because they believed that success was within their reach. Driven forward by this optimism, these students continued to try hard, and that effort continued to result in success for them. They became the academic and emotional winners. Notice that the trigger for their emotional strength and their learning success was their perception of their success on formal and informal assessments.But there were other students who didn't fare so well. They scored very low on tests, beginning in the earliest grades. The emotional effect was to cause them to question their own capabilities as learners. They began to lose confidence, which, in turn, deprived them of the emotional reserves needed to continue to take risks. As their motivation warned, of course, their performance plummeted. These students embarked on what they believed to be an irreversible slide toward inevitable failure and lost hope. Once again, the emotional trigger for their decision not to try was their perception of their performance on assessments.Consider the reality-indeed, the paradox-of the schools in which we were reared. If some students worked hard and learned a lot, that was a positive result, and they would finish high in the rank order. But if some students gave up in hopeless failure, that was an acceptable result, too, because they would occupy places very low in the rank order. Their achievement results fed into the implicit mission of schools: the greater the spread of achievement among students, the more it reinforced the rank order. This is why, if some students gave up and stopped trying (even dropped out of school), that was regarded as the student's problem, not the teacher's or the school's.Once again, please notice who is using test results to decide whether to strive for excellence or give up in hopelessness. The"data-based decision makers" in this process are students themselves.Students are deciding whether success is within or beyond reach, whether the learning is worth the required effort, and so whether to try or not. The critical emotions underpinning the decision making process include anxiety, fear of failure, uncertainty, and unwillingness to take risks-all triggered by students' perceptions of their own capabilities as reflected in assessment results.Some students responded to the demands of such environments by working hard and learning a great deal. Others controlled their anxiety by giving up and not caring. The result for them is exactly the opposite of the one society wants. Instead of leaving no child behind, these practices, in effect, drove down the achievement of at least as many students as they successfully elevated. And the evidence suggests that the downside victims are more frequently members of particular socioeconomic and ethnic minorities.What has made students spread along an achievement continuum according to the passage?

[单选题]细菌尿中段尿培养的结果是（　　）。

[判断题]轨道车开行前，轨道车运行监控装置上司机必须进行输入操作的项目包括：司机号；车次；计长。

[单选题]数据通信中，在单个标准信道的传输中一般把（）称为中速。

[问答题]运用真值表判定A和B两个判断之间是否具有等值关系。 A、并非只有李某犯罪，王某才犯罪。 B、李某不犯罪但王某犯罪。

[单选题]流通经济学的研究对象是（）

[单选题]以埃及艳后为故事原本的《克丽奥佩托拉》是以下哪一位著名剧作家的作品：（）

[单选题]邪郁肺卫型丹痧的首选方剂是（）

[单选题]打磨牙釉质表面可以（）

[单选题]修复前进行牙槽骨修整，其目的不包括（　　）。

[单选题]对评价对象的现实状况及存在的问题、产生的原因所进行的价值判断属于（）。

[单选题]对评价对象的现实状况及存在的问题、产生的原因所进行的价值判断的评价称为（）。

[填空题]将评价对象与其它对象进行比较的评价称为（）。

[单选题]（　）是指把被评价对象集合中的各个评价对象的过去和现在相比较，或者把一个对象的若干侧面相互比较的评价。

[填空题]将评价对象与评价对象总体内的特定元素进行比较的评价称为（）。

[名词解释题]评价对象

[名词解释题]评价对象

[名词解释题]评价对象

[单选题]应用功能成本法计算功能价值V，测定实现应有功能所必须消耗的最低成本，同时计算为实现应有功能所耗费的现实成本，若Vi<1，表明评价对象有可能()。

[单选题]绝对评价是指在评价对象的（）确定一个评价标准，把评价对象与这一标准进行无限制的比较和评价。