• 心理学家发现,检测泰德的聪明程度是很困难的,因为测验分数上限对他来说不够高。

    Psychologists have found it difficult to test Ted's cleverness because they do not have high enough scores for him.

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  • 我们等着测验分数。

    We await our test scores.

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  • 那些“超级识别者”的测验分数远高于平均值,也高于所有普通对照组的被试。

    The super-recognizers scored far above average on these tests—higher than any of the normal control subjects.

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  • 实验组在教学后,批判思考能力得分与乡土知识测验分数有中度正相关。

    There was a positive correlation between the experimental group's critical-thinking test score and local-culture test score.

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  • 在那些国家,数学测验分数曲线前百分之九十九中,女生数量多于男生。

    In those countries, more girls than boys actually scored above the ninety-ninth percentile in math.

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  • 总而言之,外部和内部的测验分数的关系均为PN分数的有效性提供了额外证据。

    Overall, both the external and internal test score relationships provide additional evidence for the validity of the PN scores.

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  • 在任何水平,过于强调等级、数据表、标准测验分数、以及产品统计——可见的,易于测量的表现指标。

    At every level, too much emphasis is placed on grades, spreadsheets, standardized test scores, and production statistics - the visible, easily measurable aspects of performance.

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  • 加工速度和工作记忆,这两种基本认知加工元素与个体在智力测验分数上的差异有着紧密的联系。

    Processing speed and working memory, the two basic cognitive processing factors have close relationships with the difference in the intelligence test scores.

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  • 基于你的测验分数,你示范你有到达一中立派使用者消除并且了解交谈在熟悉的之上物质在工作或在休闲情形中。

    Based on your test score, you demonstrate that you have reached an independent user level and understand conversations on familiar matters at work or in leisure situations.

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  • 如果使用者想根据测验分数对考生作掌握分类,则他们关心这个推断与假设考生论域分数已知时所作推断一致程度有多高。

    If a criterion-referenced measure is constructed by sampling tasks from this domain of tasks, our interest is how closely do the examinee's scores in this measure approximate with the domain scores.

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  • 受试者在标准化样本的百分比,是由原始分数转化而来的,可表各受试者在测验分数上的相对地位,其数值介于是0到100之间。

    The percentage of persons in the standardization sample who scored below a specific raw score; percentiles vary from 0 to 100.

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  • 受试者在标准化样本的百分比,是由原始分数转化而来的,可表各受试者在测验分数上的相对地位,其数值介于是0到100之间。

    The percentage of persons in the standardization sample who scored below a specific raw score; percentiles vary from 0 to 100.

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