Homework – EAV Chapter 6

<1>
1. core – heart
2. framework – structure
3. initial – first
4. dominant – major
5. shifts – changes
6. proportions – percentage
7. sufficient – enough
8. compensation – salary
9. alter – change
10. constraints – restrictions
11. tasks – duties
12. techniques – skills
13. comments – says
14. components – factors
15. funds – money

<3>
1. a steady job
2. working class
3. job security
4. odd jobs
5. workplace
6. task force
7. on-the-job training
8. workout
9. works of art
10. workload
11. foreign assignment
12. work description
13. work satisfaction
14. workaholic

<4b>
1. initially
2. interactive
3. dominant
4. locate
5. sufficient
6. comments
7. illustrations
8. emphatic
9. react
10. correspondingly

<5>
1. emphasis
2. strong
3. sufficient
4. administrative
5. put
6. theoretical
7. outcome
8. funds
9. placed
10. obtain

<7b> #2

As written test means to assess and rank people by the grade, it is natural that people want to be tested by most familiar method for good outcome. My favorite testing method is answering multiple-choice questions because I can correspond to this kind of questions best. As this method prevailed in the entrance exams for both university and employment as will as in all tests of my schools in Korea, I have become domesticated to choose the most appropriate answer from four or five options for more than three decades.

When I took the first mid-term examination in my first undergraduate semester, I was totally embarrassed with the test sheets. All the questions requested me not to choose proper answers but to explain what I know in the way of essays or short answers. Though I remembered well what I learned, I didn’t know how to unpack and expose my knowledge. This abrupt shift of the test methods might not be a problem only to me, judging from many deep sighs around me. After this frustrating experience in the first test in university, I and my classmates had acquired the essay techniques little by little.

In the meantime, even though the multiple-choice test is favorable to the students, in the standpoint of teachers, it is not sufficient to ensure that the students are progressing. While this test has the benefits of swiftness and convenience in gaining the results, it can usually test only the fragmentary knowledge, and even worse, can test the students’ blind choice abilities. On the contrary, while the writing essay tests is more efficient in judging whole achievement of students, it is not easy to give marks, which is often affected by the other factors, such as calligraphic styles, spelling errors and prejudice. Considering these weak points, in order to evaluate students more correctly, it is adequate to integrate such components as multiple choice questions, T/F questions, short answers and essays in a test, assessing various aspects of the students.