Тест 129. Чтение. ЕГЭ по английскому языку

1) Установите соответствие между заголовками 1 — 8 и текстами A — G. Используйте каждую цифру только один раз. В задании один заголовок лишний.

1. Far from busy cities
2. Both benefits and downsides
3. The least popular
4. Options to choose from
5. For warmer seasons
6. Ways to save
7. Inexpensive but unreliable
8. Do not get confused

A. The first big decision when visiting England is whether to travel by private car or use the extensive public transport system. Having your own car means you can make the best use of time and reach remote places, but rental and fuel costs can be expensive, and there are always traffic delays to put up with. Public transport, which includes a reliable system of trains and coaches (buses), is often the better choice for getting around in the United Kingdom. Aside from London, England’s city centres with multiple pedestrian streets are very walkable, too.

B. For long-distance travel around England, trains are generally faster and more comfortable than buses but are usually much more expensive. The English like to moan about their trains, but around 85 % run on time, and major stations are well-equipped – with super helpful staff and a range of food outlets. If you leave booking your ticket to the last minute, fares can be disproportionally high, so it is always worth booking as far in advance as you can. Sometimes buying two single tickets can be cheaper than buying a return.

C. Long-distance buses are known as coaches in the UK, and services run between most major towns and cities. If you are on a tight budget, coaches are nearly always the cheapest way to get around England, although they are also the slowest and sometimes late. If you book early or travel at off-peak periods, coach tickets can be very cheap. If you are going to the airport, then take a faster train or taxi for peace of mind that you will make it in time for your flight. The two major coach companies are National Express and Megabus.

D. Travelling by car or motorcycle around England means you have more independence and flexibility, and you can reach more remote parts of the country. Minuses for drivers include regular traffic jams, the high price of fuel, the cost of insurance, and parking fees in cities and tourist towns. Compared with many countries, car-hire is expensive in England. If you have time, by using a mix of train, bus, taxi, walking and occasionally hiring a bike, you can get almost anywhere in England without having to drive.

E. Hiring a bike – for an afternoon, a day, or a week or longer – is a great way to really explore a small region or see England’s great outdoors. Some cities have bike-share schemes, while others have longer-term bike-rental shops. England also has a growing network of long-distance cycling routes that may inspire you to explore more of the country by bicycle. Only a handful of cities have an adequate system of dedicated bike lanes, so it is best to enjoy cycling in more rural and off-the beaten-track locations, particularly during the warmer seasons.

F. England doesn’t have a big network of domestic flights due to its small size, but there are some long cross-country routes that are awkward, costly and time-consuming if you travel by train (e.g. the trip from Exeter or Southampton to Newcastle). However, you’ll still pay at least a hundred pounds for one of these flights, and the time saved becomes less beneficial once transit times and the journey to and from the airport are taken into account. Considering the short distances and high carbon cost, many people prefer not to fly.

G. English cities usually have good public-transport systems. These services can be run by a puzzling number of separate companies. There is usually enough information at each stop or station to find the right one. Staff in tourist offices are always happy to help. Local bus services work year-round in cities and towns, except on Christmas Day, and sometimes also Boxing Day. Sundays also see fewer services. CityMapper is a handy app for planning the quickest journey between points, especially if you are combining transport options.

A	B	C	D	E	F	G

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2) Прочитайте текст и заполните пропуски A — F частями предложений, обозначенными цифрами 1 — 7. Одна из частей в списке 1—7 лишняя.

The Super Soaker story Super Soakers are a familiar part of summer fun, but did you know the toy was inspired by a part meant for a refrigerator? It’s true! An accident sparked its creation, but its success took years of hard work.

Lonnie Johnson, ___ (A), has always been interested in how things work. As a kid, he took his toys apart and put them back together, ___ (B).

In 1982, Johnson’s day job was working on spacecraft in California. In the evening, he worked on his own inventions. One of his projects was a refrigerator that cooled with water ___ (C). One evening, he hooked a part he’d made to a bathroom sink so he could test it. It sprayed a strong stream of water across the sink! It made Johnson think ___ (D).

He made the plastic parts for his water blaster in his basement, put it together, and asked his seven-year-old daughter to test it. As he watched her water fight with the other kids, he realised she was able to drench them ___ (E).

Johnson wanted to make and sell the water blaster himself, ___ (F). He didn’t have that much extra money, so he decided to find a toy company as a partner. He tried and failed for the next 7 years.

Since then, the Super Soaker became one of the best-selling toys of all time and has brought a lot of fun to kids everywhere.

1. before her friends even got close with their squirt guns
2. called the Power Blaster, came out in 1990 and ever since
3. which led his friends to nickname Lonnie “The Professor”
4. but it would cost $200,000 to make 1,000 of them
5. instead of the environmentally harmful chemical used then
6. the man behind the invention of the Super Soaker
7. that a high-powered water blaster might be a lot of fun

A	B	C	D	E	F

🔗

3) Прочитайте текст и запишите в поле ответа цифру 1, 2, 3 или 4, соответствующую выбранному Вами варианту ответа.

Показать текст. ⇓

Should children be allowed to retake tests? My daughter texted me from school, upset that she’d failed a physics test she thought she’d been prepared for. She was worried it would bring down her overall grade at the end of the first marking period. A half-hour later, she texted to say all was good. Her teacher allowed her to make corrections – she got all the problems right this time, and her grade was no longer under threat.

On the one hand, I was pleased that she’d taken the initiative to fix what she viewed as a problem. On the other hand, I wasn’t sure how I felt about this infinite redo approach.

When I heard that my daughter was allowed to go back and correct her mistakes, my mind instantly went to all the professionals in the real world – surgeons, firefighters, death-row case trial lawyers, pilots, paramedics, cops and more – who really, really needed to get their jobs right the first time. With some jobs, “later” isn’t an option. Heck, in the realm of less life-and-death professions, I spent years working as a live TV show producer. There were no second takes there, either.

As with all education research, both pros and cons have been tallied and reported. Some of the pros include the assertion that letting kids retake tests reduces cheating, makes them responsible for their own grades and helps them better evaluate their own learning.

Cons have been listed as: low motivation; students procrastinating until they’ve fallen too far behind, leading to stress; and teachers needing to teach separate lessons to different class members during the same period.

Then I turned to my focus group of one: my husband, a middle school math and physics teacher who has, for years, allowed his students to redo their homework and in-class work as many times as they wish in order to get to 100 % mastery.

I asked him why he believes his technique to be beneficial. He stressed that, “Homework and in-class work is formative assessment, which is the key here. Homework and in-class work is practice. Doing the work correctly over and over again is the only way to improve. Tests are summative assessments. They measure performance after practice. I allow redos only on homework and in-class work. I don’t allow resitting tests, because tests measure what they’ve learned after all that practice. If you are a performing artist, it’s the performance that matters. For athletes, it’s the game. Homework versus tests is the same thing.”

That brings us back to those surgeons, firefighters, death-row case trial lawyers, pilots, paramedics, cops and more who, in real life, I would really like to get their tasks right the first time.

Their jobs can be considered the ultimate in summative assessment. But that assessment didn’t come on the first day of training. It came after many, many years of formative assessments in the form of arguing mock trials, practicing approaches on flight simulators, and conducting rescue drills – not to mention taking paper- and-pencil tests as well.

So much education policy debate these days seems to be driven by a zero- sum game mindset. If we do things one way, we shouldn’t be doing them another.
As the late Stephen Sondheim wrote, “Is it always ‘or’? Is it never ‘and’?”

Just as students benefit from a cross-section of classmates, they should also benefit from a cross-section of opinions on how best to teach. It would better prepare them for living and working with a variety of people for the rest of their lives, and help them figure out how they learn best, so they can adapt accordingly.

That said, I would still prefer that my daughter got her physics equations right the first time.

The feelings of the author after her daughter’s second text are best described as …
1) relief.
2) disappointment.
3) anger.
4) mixed.

🔗

4) Прочитайте текст и запишите в поле ответа цифру 1, 2, 3 или 4, соответствующую выбранному Вами варианту ответа.

Показать текст. ⇓

Should children be allowed to retake tests? My daughter texted me from school, upset that she’d failed a physics test she thought she’d been prepared for. She was worried it would bring down her overall grade at the end of the first marking period. A half-hour later, she texted to say all was good. Her teacher allowed her to make corrections – she got all the problems right this time, and her grade was no longer under threat.

On the one hand, I was pleased that she’d taken the initiative to fix what she viewed as a problem. On the other hand, I wasn’t sure how I felt about this infinite redo approach.

When I heard that my daughter was allowed to go back and correct her mistakes, my mind instantly went to all the professionals in the real world – surgeons, firefighters, death-row case trial lawyers, pilots, paramedics, cops and more – who really, really needed to get their jobs right the first time. With some jobs, “later” isn’t an option. Heck, in the realm of less life-and-death professions, I spent years working as a live TV show producer. There were no second takes there, either.

As with all education research, both pros and cons have been tallied and reported. Some of the pros include the assertion that letting kids retake tests reduces cheating, makes them responsible for their own grades and helps them better evaluate their own learning.

Cons have been listed as: low motivation; students procrastinating until they’ve fallen too far behind, leading to stress; and teachers needing to teach separate lessons to different class members during the same period.

Then I turned to my focus group of one: my husband, a middle school math and physics teacher who has, for years, allowed his students to redo their homework and in-class work as many times as they wish in order to get to 100 % mastery.

I asked him why he believes his technique to be beneficial. He stressed that, “Homework and in-class work is formative assessment, which is the key here. Homework and in-class work is practice. Doing the work correctly over and over again is the only way to improve. Tests are summative assessments. They measure performance after practice. I allow redos only on homework and in-class work. I don’t allow resitting tests, because tests measure what they’ve learned after all that practice. If you are a performing artist, it’s the performance that matters. For athletes, it’s the game. Homework versus tests is the same thing.”

That brings us back to those surgeons, firefighters, death-row case trial lawyers, pilots, paramedics, cops and more who, in real life, I would really like to get their tasks right the first time.

Their jobs can be considered the ultimate in summative assessment. But that assessment didn’t come on the first day of training. It came after many, many years of formative assessments in the form of arguing mock trials, practicing approaches on flight simulators, and conducting rescue drills – not to mention taking paper- and-pencil tests as well.

So much education policy debate these days seems to be driven by a zero- sum game mindset. If we do things one way, we shouldn’t be doing them another.
As the late Stephen Sondheim wrote, “Is it always ‘or’? Is it never ‘and’?”

Just as students benefit from a cross-section of classmates, they should also benefit from a cross-section of opinions on how best to teach. It would better prepare them for living and working with a variety of people for the rest of their lives, and help them figure out how they learn best, so they can adapt accordingly.

That said, I would still prefer that my daughter got her physics equations right the first time.

What does the phrase “There were no second takes there” in paragraph 3 mean?
1) If you failed for the first time, nobody gave you the second chance.
2) There was only one attempt to do the job.
3) There was very little time to make a decision.
4) Only the best ones were hired.

🔗

5) Прочитайте текст и запишите в поле ответа цифру 1, 2, 3 или 4, соответствующую выбранному Вами варианту ответа.

Показать текст. ⇓

Should children be allowed to retake tests? My daughter texted me from school, upset that she’d failed a physics test she thought she’d been prepared for. She was worried it would bring down her overall grade at the end of the first marking period. A half-hour later, she texted to say all was good. Her teacher allowed her to make corrections – she got all the problems right this time, and her grade was no longer under threat.

On the one hand, I was pleased that she’d taken the initiative to fix what she viewed as a problem. On the other hand, I wasn’t sure how I felt about this infinite redo approach.

When I heard that my daughter was allowed to go back and correct her mistakes, my mind instantly went to all the professionals in the real world – surgeons, firefighters, death-row case trial lawyers, pilots, paramedics, cops and more – who really, really needed to get their jobs right the first time. With some jobs, “later” isn’t an option. Heck, in the realm of less life-and-death professions, I spent years working as a live TV show producer. There were no second takes there, either.

As with all education research, both pros and cons have been tallied and reported. Some of the pros include the assertion that letting kids retake tests reduces cheating, makes them responsible for their own grades and helps them better evaluate their own learning.

Cons have been listed as: low motivation; students procrastinating until they’ve fallen too far behind, leading to stress; and teachers needing to teach separate lessons to different class members during the same period.

Then I turned to my focus group of one: my husband, a middle school math and physics teacher who has, for years, allowed his students to redo their homework and in-class work as many times as they wish in order to get to 100 % mastery.

I asked him why he believes his technique to be beneficial. He stressed that, “Homework and in-class work is formative assessment, which is the key here. Homework and in-class work is practice. Doing the work correctly over and over again is the only way to improve. Tests are summative assessments. They measure performance after practice. I allow redos only on homework and in-class work. I don’t allow resitting tests, because tests measure what they’ve learned after all that practice. If you are a performing artist, it’s the performance that matters. For athletes, it’s the game. Homework versus tests is the same thing.”

That brings us back to those surgeons, firefighters, death-row case trial lawyers, pilots, paramedics, cops and more who, in real life, I would really like to get their tasks right the first time.

Their jobs can be considered the ultimate in summative assessment. But that assessment didn’t come on the first day of training. It came after many, many years of formative assessments in the form of arguing mock trials, practicing approaches on flight simulators, and conducting rescue drills – not to mention taking paper- and-pencil tests as well.

So much education policy debate these days seems to be driven by a zero- sum game mindset. If we do things one way, we shouldn’t be doing them another.
As the late Stephen Sondheim wrote, “Is it always ‘or’? Is it never ‘and’?”

Just as students benefit from a cross-section of classmates, they should also benefit from a cross-section of opinions on how best to teach. It would better prepare them for living and working with a variety of people for the rest of their lives, and help them figure out how they learn best, so they can adapt accordingly.

That said, I would still prefer that my daughter got her physics equations right the first time.

Which statement is TRUE?
1) If students are not allowed to retake tests, they become more responsible.
2) A negative side of retakes is extra difficulty for teachers.
3) Allowing students to retake tests is mostly useful for middle-school learners.
4) Educators see more pros than cons in allowing students to retake tests.

🔗

6) Прочитайте текст и запишите в поле ответа цифру 1, 2, 3 или 4, соответствующую выбранному Вами варианту ответа.

Показать текст. ⇓

Should children be allowed to retake tests? My daughter texted me from school, upset that she’d failed a physics test she thought she’d been prepared for. She was worried it would bring down her overall grade at the end of the first marking period. A half-hour later, she texted to say all was good. Her teacher allowed her to make corrections – she got all the problems right this time, and her grade was no longer under threat.

On the one hand, I was pleased that she’d taken the initiative to fix what she viewed as a problem. On the other hand, I wasn’t sure how I felt about this infinite redo approach.

When I heard that my daughter was allowed to go back and correct her mistakes, my mind instantly went to all the professionals in the real world – surgeons, firefighters, death-row case trial lawyers, pilots, paramedics, cops and more – who really, really needed to get their jobs right the first time. With some jobs, “later” isn’t an option. Heck, in the realm of less life-and-death professions, I spent years working as a live TV show producer. There were no second takes there, either.

As with all education research, both pros and cons have been tallied and reported. Some of the pros include the assertion that letting kids retake tests reduces cheating, makes them responsible for their own grades and helps them better evaluate their own learning.

Cons have been listed as: low motivation; students procrastinating until they’ve fallen too far behind, leading to stress; and teachers needing to teach separate lessons to different class members during the same period.

Then I turned to my focus group of one: my husband, a middle school math and physics teacher who has, for years, allowed his students to redo their homework and in-class work as many times as they wish in order to get to 100 % mastery.

I asked him why he believes his technique to be beneficial. He stressed that, “Homework and in-class work is formative assessment, which is the key here. Homework and in-class work is practice. Doing the work correctly over and over again is the only way to improve. Tests are summative assessments. They measure performance after practice. I allow redos only on homework and in-class work. I don’t allow resitting tests, because tests measure what they’ve learned after all that practice. If you are a performing artist, it’s the performance that matters. For athletes, it’s the game. Homework versus tests is the same thing.”

That brings us back to those surgeons, firefighters, death-row case trial lawyers, pilots, paramedics, cops and more who, in real life, I would really like to get their tasks right the first time.

Their jobs can be considered the ultimate in summative assessment. But that assessment didn’t come on the first day of training. It came after many, many years of formative assessments in the form of arguing mock trials, practicing approaches on flight simulators, and conducting rescue drills – not to mention taking paper- and-pencil tests as well.

So much education policy debate these days seems to be driven by a zero- sum game mindset. If we do things one way, we shouldn’t be doing them another.
As the late Stephen Sondheim wrote, “Is it always ‘or’? Is it never ‘and’?”

Just as students benefit from a cross-section of classmates, they should also benefit from a cross-section of opinions on how best to teach. It would better prepare them for living and working with a variety of people for the rest of their lives, and help them figure out how they learn best, so they can adapt accordingly.

That said, I would still prefer that my daughter got her physics equations right the first time.

Why does the author’s husband allow students to retake homework?
1) It gives students extra practice.
2) This way, students usually pass their tests better.
3) It prepares them for jobs like surgeons or lawyers well.
4) It helps him measure what they have learnt.

🔗

7) Прочитайте текст и запишите в поле ответа цифру 1, 2, 3 или 4, соответствующую выбранному Вами варианту ответа.

Показать текст. ⇓

Should children be allowed to retake tests? My daughter texted me from school, upset that she’d failed a physics test she thought she’d been prepared for. She was worried it would bring down her overall grade at the end of the first marking period. A half-hour later, she texted to say all was good. Her teacher allowed her to make corrections – she got all the problems right this time, and her grade was no longer under threat.

On the one hand, I was pleased that she’d taken the initiative to fix what she viewed as a problem. On the other hand, I wasn’t sure how I felt about this infinite redo approach.

When I heard that my daughter was allowed to go back and correct her mistakes, my mind instantly went to all the professionals in the real world – surgeons, firefighters, death-row case trial lawyers, pilots, paramedics, cops and more – who really, really needed to get their jobs right the first time. With some jobs, “later” isn’t an option. Heck, in the realm of less life-and-death professions, I spent years working as a live TV show producer. There were no second takes there, either.

As with all education research, both pros and cons have been tallied and reported. Some of the pros include the assertion that letting kids retake tests reduces cheating, makes them responsible for their own grades and helps them better evaluate their own learning.

Cons have been listed as: low motivation; students procrastinating until they’ve fallen too far behind, leading to stress; and teachers needing to teach separate lessons to different class members during the same period.

Then I turned to my focus group of one: my husband, a middle school math and physics teacher who has, for years, allowed his students to redo their homework and in-class work as many times as they wish in order to get to 100 % mastery.

I asked him why he believes his technique to be beneficial. He stressed that, “Homework and in-class work is formative assessment, which is the key here. Homework and in-class work is practice. Doing the work correctly over and over again is the only way to improve. Tests are summative assessments. They measure performance after practice. I allow redos only on homework and in-class work. I don’t allow resitting tests, because tests measure what they’ve learned after all that practice. If you are a performing artist, it’s the performance that matters. For athletes, it’s the game. Homework versus tests is the same thing.”

That brings us back to those surgeons, firefighters, death-row case trial lawyers, pilots, paramedics, cops and more who, in real life, I would really like to get their tasks right the first time.

Their jobs can be considered the ultimate in summative assessment. But that assessment didn’t come on the first day of training. It came after many, many years of formative assessments in the form of arguing mock trials, practicing approaches on flight simulators, and conducting rescue drills – not to mention taking paper- and-pencil tests as well.

So much education policy debate these days seems to be driven by a zero- sum game mindset. If we do things one way, we shouldn’t be doing them another.
As the late Stephen Sondheim wrote, “Is it always ‘or’? Is it never ‘and’?”

Just as students benefit from a cross-section of classmates, they should also benefit from a cross-section of opinions on how best to teach. It would better prepare them for living and working with a variety of people for the rest of their lives, and help them figure out how they learn best, so they can adapt accordingly.

That said, I would still prefer that my daughter got her physics equations right the first time.

Which technique does the author’s husband believe is the best?
1) Students should be allowed to retake everything.
2) No retakes are allowed.
3) Homework can be retaken, but important tests cannot.
4) Important tests can be retaken, but homework cannot.

🔗

8) Прочитайте текст и запишите в поле ответа цифру 1, 2, 3 или 4, соответствующую выбранному Вами варианту ответа.

Показать текст. ⇓

Should children be allowed to retake tests? My daughter texted me from school, upset that she’d failed a physics test she thought she’d been prepared for. She was worried it would bring down her overall grade at the end of the first marking period. A half-hour later, she texted to say all was good. Her teacher allowed her to make corrections – she got all the problems right this time, and her grade was no longer under threat.

On the one hand, I was pleased that she’d taken the initiative to fix what she viewed as a problem. On the other hand, I wasn’t sure how I felt about this infinite redo approach.

When I heard that my daughter was allowed to go back and correct her mistakes, my mind instantly went to all the professionals in the real world – surgeons, firefighters, death-row case trial lawyers, pilots, paramedics, cops and more – who really, really needed to get their jobs right the first time. With some jobs, “later” isn’t an option. Heck, in the realm of less life-and-death professions, I spent years working as a live TV show producer. There were no second takes there, either.

As with all education research, both pros and cons have been tallied and reported. Some of the pros include the assertion that letting kids retake tests reduces cheating, makes them responsible for their own grades and helps them better evaluate their own learning.

Cons have been listed as: low motivation; students procrastinating until they’ve fallen too far behind, leading to stress; and teachers needing to teach separate lessons to different class members during the same period.

Then I turned to my focus group of one: my husband, a middle school math and physics teacher who has, for years, allowed his students to redo their homework and in-class work as many times as they wish in order to get to 100 % mastery.

I asked him why he believes his technique to be beneficial. He stressed that, “Homework and in-class work is formative assessment, which is the key here. Homework and in-class work is practice. Doing the work correctly over and over again is the only way to improve. Tests are summative assessments. They measure performance after practice. I allow redos only on homework and in-class work. I don’t allow resitting tests, because tests measure what they’ve learned after all that practice. If you are a performing artist, it’s the performance that matters. For athletes, it’s the game. Homework versus tests is the same thing.”

That brings us back to those surgeons, firefighters, death-row case trial lawyers, pilots, paramedics, cops and more who, in real life, I would really like to get their tasks right the first time.

Their jobs can be considered the ultimate in summative assessment. But that assessment didn’t come on the first day of training. It came after many, many years of formative assessments in the form of arguing mock trials, practicing approaches on flight simulators, and conducting rescue drills – not to mention taking paper- and-pencil tests as well.

So much education policy debate these days seems to be driven by a zero- sum game mindset. If we do things one way, we shouldn’t be doing them another.
As the late Stephen Sondheim wrote, “Is it always ‘or’? Is it never ‘and’?”

Just as students benefit from a cross-section of classmates, they should also benefit from a cross-section of opinions on how best to teach. It would better prepare them for living and working with a variety of people for the rest of their lives, and help them figure out how they learn best, so they can adapt accordingly.

That said, I would still prefer that my daughter got her physics equations right the first time.

What does they in paragraph 11 (“…so they can adapt accordingly”) refer to?
1) Opinions.
2) Lives.
3) Students.
4) People.

🔗

9) Прочитайте текст и запишите в поле ответа цифру 1, 2, 3 или 4, соответствующую выбранному Вами варианту ответа.

Показать текст. ⇓

Should children be allowed to retake tests? My daughter texted me from school, upset that she’d failed a physics test she thought she’d been prepared for. She was worried it would bring down her overall grade at the end of the first marking period. A half-hour later, she texted to say all was good. Her teacher allowed her to make corrections – she got all the problems right this time, and her grade was no longer under threat.

On the one hand, I was pleased that she’d taken the initiative to fix what she viewed as a problem. On the other hand, I wasn’t sure how I felt about this infinite redo approach.

When I heard that my daughter was allowed to go back and correct her mistakes, my mind instantly went to all the professionals in the real world – surgeons, firefighters, death-row case trial lawyers, pilots, paramedics, cops and more – who really, really needed to get their jobs right the first time. With some jobs, “later” isn’t an option. Heck, in the realm of less life-and-death professions, I spent years working as a live TV show producer. There were no second takes there, either.

As with all education research, both pros and cons have been tallied and reported. Some of the pros include the assertion that letting kids retake tests reduces cheating, makes them responsible for their own grades and helps them better evaluate their own learning.

Cons have been listed as: low motivation; students procrastinating until they’ve fallen too far behind, leading to stress; and teachers needing to teach separate lessons to different class members during the same period.

Then I turned to my focus group of one: my husband, a middle school math and physics teacher who has, for years, allowed his students to redo their homework and in-class work as many times as they wish in order to get to 100 % mastery.

I asked him why he believes his technique to be beneficial. He stressed that, “Homework and in-class work is formative assessment, which is the key here. Homework and in-class work is practice. Doing the work correctly over and over again is the only way to improve. Tests are summative assessments. They measure performance after practice. I allow redos only on homework and in-class work. I don’t allow resitting tests, because tests measure what they’ve learned after all that practice. If you are a performing artist, it’s the performance that matters. For athletes, it’s the game. Homework versus tests is the same thing.”

That brings us back to those surgeons, firefighters, death-row case trial lawyers, pilots, paramedics, cops and more who, in real life, I would really like to get their tasks right the first time.

Their jobs can be considered the ultimate in summative assessment. But that assessment didn’t come on the first day of training. It came after many, many years of formative assessments in the form of arguing mock trials, practicing approaches on flight simulators, and conducting rescue drills – not to mention taking paper- and-pencil tests as well.

So much education policy debate these days seems to be driven by a zero- sum game mindset. If we do things one way, we shouldn’t be doing them another.
As the late Stephen Sondheim wrote, “Is it always ‘or’? Is it never ‘and’?”

Just as students benefit from a cross-section of classmates, they should also benefit from a cross-section of opinions on how best to teach. It would better prepare them for living and working with a variety of people for the rest of their lives, and help them figure out how they learn best, so they can adapt accordingly.

That said, I would still prefer that my daughter got her physics equations right the first time.

The author sounds dissatisfied at the end of the text because …
1) her daughter got a bad grade.
2) her daughter failed her first attempt.
3) her daughter was allowed to retake the test.
4) her daughter does not know physics well.

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