Question

专业英语翻译，求高手帮翻译。拒绝机翻。

The standardized educational or psychological tests that are widely used to aid in selecting, classifying, assigning, or promoting students, employees, and military personnel have been the target of recent attacks in books, magazines, the daily press, and even in Congress. The target is wrong, for in attacking the tests, critics divert attention from the fault that lies with ill-informed or incompetent users. The tests themselves are merely tools, with characteristics that can be measured with reasonable precision under specified conditions. Whether the results will be valuable, meaningless, or even misleading depends partly upon the tools itself but largely upon the user.
All informed predictions of future performance are based upon some knowledge of relevant past performance: school grades, research productivity, sales records, or whatever is appropriate. How well the predictions will be validated by later performance depends upon the amount, reliability, and appropriateness of the information used and on the skill and wisdom with which it is interpreted. Anyone who keeps careful score knows that the information available is always incomplete and that the predictions are always subject to error.
Standardized tests should be considered in this context. They provide a quick, objective method of getting some kinds of information about what a person learned, the skills he has developed, or the kind of person he is. The information so obtained has, qualitatively, the same advantages and shortcomings as other kinds of information, Whether to use tests, other kinds of information, or both in a particular situation depends, therefore, upon the evidence from experience concerning comparative validity and upon such factors as cost and availability.
In general, the tests work most effectively when the qualities to be measured can be most precisely defined and least effective when what is to be measured or predicted can not be well defined. Properly used, they provide a rapid means of getting comparable information about many people. Sometimes they identify students whose high potential has not been previously recognized, but there are many things they do not do. For example, they do not compensate for gross social inequality, and thus do not tell how able an underprivileged youngster might have been had he grown up under more favorable circumstances.

Answer 1

已经给你翻好了

The standardized educational or psychological tests that are widely used to aid in selecting, classifying, assigning, or promoting students, employees, and military personnel have been the target of recent attacks in books, magazines, the daily press, and even in Congress. The target is wrong, for in attacking the tests, critics divert attention from the fault that lies with ill-informed or incompetent users. The tests themselves are merely tools, with characteristics that can be measured with reasonable precision under specified conditions. Whether the results will be valuable, meaningless, or even misleading depends partly upon the tools itself but largely upon the user.
标准化的教育测试或者心理测试被广泛应用于对学生，雇员，军队人员的挑选，分类，调配以及提升，这种测试已成为最近各种书记，杂志，日报抨击的目标，甚至连国会都对其进行抨击。选择这个目标是错误的，因为在抨击测试时，评论家没有把注意力从知之甚少或者是能力较差的测试使用者上移开。测试本身只是在特定情况下可以进行合理精确度特性的工具。至于结果是否有价值，是否有意义，甚至是否会误导他人不完全取决于工具本身，而很大部分是取决于使用者。
All informed predictions of future performance are based upon some knowledge of relevant past performance: school grades, research productivity, sales records, or whatever is appropriate. How well the predictions will be validated by later performance depends upon the amount, reliability, and appropriateness of the information used and on the skill and wisdom with which it is interpreted. Anyone who keeps careful score knows that the information available is always incomplete and that the predictions are always subject to error.
所有被揭开的对未来表现的预测都是基于对过去相关表现的了解：在校成绩，科研成果，销售记录或者任何适当的一切。预测被未来表现证实的如何取决于使用资料的数量，可靠性，和实用性以及解读这些预测的技巧和学识。任何一个保持谨慎态度的人都知道可用的资料资料永远是不完整的，预言也经常是倾向于错误的。Standardized tests should be considered in this context. They provide a quick, objective method of getting some kinds of information about what a person learned, the skills he has developed, or the kind of person he is. The information so obtained has, qualitatively, the same advantages and shortcomings as other kinds of information, Whether to use tests, other kinds of information, or both in a particular situation depends, therefore, upon the evidence from experience concerning comparative validity and upon such factors as cost and availability.
标准化测试应当在一定背景被考虑使用。测试为获得一个人曾经学过的知识，技能，和为人的一些信息提供了一个快速客观的方法。这些已获得的信息，质量上，和其他信息一样有优点和缺点，由此得出，是否使用测试，还是其他信息，或者在特定形式下两者都要，取决于有关相对的有效性的经验或者一些有代价或者实用性的因素。

In general, the tests work most effectively when the qualities to be measured can be most precisely defined and least effective when what is to be measured or predicted can not be well defined. Properly used, they provide a rapid means of getting comparable information about many people. Sometimes they identify students whose high potential has not been previously recognized, but there are many things they do not do. For example, they do not compensate for gross social inequality, and thus do not tell how able an underprivileged youngster might have been had he grown up under more favorable circumstances.
一般来说, 当将要被衡量的素质能够最精确地被界定时，测试能最有效地发挥效果，反之，被衡量或者被预测的素质不能被很好的界定，测试将没有多少效果的。适当的使用测试，能够快速地获得一些人的类似信息。有时后，测试能识别出那些没有被认出来的有巨大潜力的学生，但是也有很多它们无法做到的事情。比如，测试不能弥补显而易见的社会不平等，从而无法表明一个下层社会的青年如果在更好的条件下长大该有怎样的有才干。

Answer 2

倒数第二段最后一句的翻译有点纠结……欢迎共同探讨哦~

标准化的教育测试或者心理测试被广泛应用于对学生，雇员，军队人员的挑选，分类，调配以及提升。这种测试成为最近各种报刊杂志群起攻之的目标，甚至连国会都对其进行抨击。选择这个目标是错误的，因为在抨击测试时，评论家没有把注意力放在从知之甚少或者是能力较差的测试使用者。测试本身只是工具，在特定情况下，利用测试对一些性格或者是特征进行衡量，至于结果是否有价值，甚至是否会误导他人，这很大部分是取决于使用测试的那些人本身。

所有对未来表现的预言都是基于对过去相关表现的认知：在校成绩，科研能力，销售记录或者是其他相关的记录。预言是否和未来的表现相符合，取决于数量，可靠性，所用信息的适当性以及解读这些预言的技巧和智慧。那些保持谨慎的人知道信息是永远不对称的，而且预言永远受制于错误。

标准化测试应该在这种背景下使用。测试提供快速可观的方法去了解一个人曾经学过的知识，技巧，性格。通过这种方法得到的信息在质量上和其他的信息是有自己的优点和缺点的。其他信息，或者以上两者（测试和其他信息）在特定情况下，都是取决于比较有效性的经验以及诸如成本，实用性等因素。

总体来说，当衡量的质量最精确时，测试是最有效的；然而，当无法定义衡量或测试的内容时，测试往往是无效的。如果恰当的使用测试，测试能提供快速的方法取得许多人可比较的信息。有时候能判断出之前没有识别出来的有潜力的学生，但是测试是有限制性的。比如他们无法解决社会的不公平行，所以无法识别一个贫困的青年如果在更好的环境下成长，他能取得多好的成绩。

Answer 3

标准化有教育意义或者心理试验广泛被用来在选择,对学生,雇员和军事分类,分配,或者晋升方面帮助工作人员已经在国会中在书,杂志,日报中和甚至是最近攻击的目标.因为在解决试验方面,评论家使缺陷其在于ill-informed或者不合格用户的注意从转移,目标是错误.试验随着特征是能随着在指定情况下合乎情理精确性测量他们自己仅仅是工具.是否结果将是宝贵,毫无意义或者平稳把人引入歧途在用户上部分它自己但是基本上取决于工具.
所有的将来表现的有知识的预言被在一些有关过去表现的知识上把放置在基座上:学校级,研究生产力,销售记录等等是适合.好怎样预言将被较后表现使有效取决于在使用信息的总量,可靠性和适合上和在它存在解释的技能和智慧用上.记的小心分的任何人知道可用的信息总是是不完全的和预言总是是取决于错误.
标准化试验将去被就此而论考虑.他们提供一得到一些种类的信息在附近什么样人了解的,他已经发展的技能或者这类人他是的很快,宾语方法.不管向使用受试验另一种类的信息或者在一特殊处境中两个因此视情况而定与否,那样得到信息在从与比较有效性有关经验证据上质量上地把同样的advantages和缺点作为另一的种类的信息和在上面这样因素阿斯花费和利用的可能性.
当当仔细斟酌金色预言什么样的存在向是不能被好定义的时候,是仔细斟酌品质能是最准确定义最和最少有效的的时候,试验最有效用将军工作.恰当使用,他们提供一得到可比较的关于很多人的信息的快捷手段.有时他们辨认出高潜力还没有被从前认出的students,但是有他们不做的很多东西.例如,他们不补偿总社会不均等和因此不说出一被剥夺基本权利的小伙子可以已经被有怎样能他在更顺境情况下长大.

Answer 4

you are too mean