unassignable

简明释义

英[ʌnəˈsaɪnəbl]美[ˌʌnəˈsaɪnəbl]

adj. 未赋值的；不得转让的；无法分配的

英英释义

单词用法

同义词

反义词

例句

1.These unassignable animals include a large swimming predator called Anomalocaris and a soft-bodied animal called Wiwaxia, which ate detritus or algae.

这些无法归类的动物包括被称为奇虾的会游泳的大型食肉动物，以及叫做威瓦亚虫的软体动物，它们以岩屑和藻类为食。

2.These unassignable animals include a large swimming predator called Anomalocaris and a soft-bodied animal called Wiwaxia, which ate detritus or algae.

这些无法归类的动物包括被称为奇虾的会游泳的大型食肉动物，以及叫做威瓦亚虫的软体动物，它们以岩屑和藻类为食。

3.In project management, tasks that are too vague may be labeled as unassignable 无法分配的.

在项目管理中，过于模糊的任务可能会被标记为unassignable 无法分配的.

4.Certain roles in the organization are considered unassignable 无法分配的 due to their specialized nature.

由于其专业性质，组织中的某些角色被认为是unassignable 无法分配的.

5.The software flagged some items as unassignable 无法分配的 because they lacked proper documentation.

软件将一些项目标记为unassignable 无法分配的，因为它们缺乏适当的文档.

6.During the meeting, we discussed why certain responsibilities felt unassignable 无法分配的 among team members.

在会议中，我们讨论了为什么某些责任在团队成员之间感觉unassignable 无法分配的.

7.The consultant advised against taking on unassignable 无法分配的 tasks that could hinder project progress.

顾问建议不要承担可能妨碍项目进展的unassignable 无法分配的任务.

作文

In the realm of education, the concept of assessment plays a crucial role in determining a student's understanding and mastery of a subject. However, there are certain aspects of learning that can be deemed unassignable, meaning they cannot be easily measured or assigned to specific tasks or grades. This notion raises important questions about how we evaluate student performance and the limitations of traditional assessment methods. For instance, consider the skills of creativity and critical thinking. These abilities are essential for success in the modern world, yet they often resist quantification. Teachers may assign projects or essays, but the true essence of a student's creativity may remain unassignable. A student might produce an innovative idea that does not fit neatly into the parameters of a rubric, leading to an incomplete assessment of their capabilities. Moreover, emotional intelligence is another facet of learning that can be considered unassignable. While educators can observe interactions and group dynamics, assigning a numerical value to a student's ability to empathize or communicate effectively with peers is challenging. The nuances of human interaction and emotional awareness are complex and often defy traditional grading systems. Additionally, the concept of unassignable knowledge extends beyond individual skills to encompass broader themes such as cultural awareness and social responsibility. These attributes are increasingly recognized as vital components of a well-rounded education, yet they are difficult to quantify. For example, a student may demonstrate a deep understanding of global issues through discussions and debates, but how can this understanding be assigned a grade? The richness of their perspective may be lost in a simple letter grade, rendering it unassignable in conventional terms. Furthermore, the reliance on standardized tests has been widely criticized for its inability to capture the full spectrum of a student's abilities. These tests often focus on rote memorization and basic skills, leaving many aspects of learning unassignable. Students who excel in hands-on learning or collaborative environments may struggle to perform well in a testing scenario, highlighting the inadequacies of such methods. As educators strive to create more inclusive and effective assessment strategies, it is essential to acknowledge the unassignable elements of learning. By recognizing that not all valuable skills and knowledge can be quantified, educators can develop more holistic approaches to evaluation. This may include incorporating portfolios, self-assessments, and peer evaluations, which allow students to showcase their strengths in ways that traditional assessments cannot. In conclusion, the term unassignable serves as a reminder of the limitations inherent in conventional educational assessments. As we continue to evolve our understanding of learning, it is imperative to embrace the complexities of knowledge and skill acquisition. By doing so, we can foster an educational environment that values creativity, emotional intelligence, and cultural awareness, ultimately preparing students for the multifaceted challenges of the future. Recognizing and addressing the unassignable aspects of education will lead to a more comprehensive and meaningful evaluation of student learning, benefiting both educators and learners alike.

在教育领域，评估的概念在确定学生对学科的理解和掌握程度方面起着至关重要的作用。然而，有些学习方面可以被视为不可分配的，这意味着它们不能轻易地被测量或分配到特定的任务或成绩中。这一概念引发了关于我们如何评估学生表现以及传统评估方法局限性的重要问题。 例如，考虑创造力和批判性思维的技能。这些能力对于现代世界的成功至关重要，但它们往往抵制量化。教师可能会分配项目或论文，但学生创造力的真实本质可能仍然是不可分配的。一个学生可能会产生一个创新的想法，但这个想法并不完全符合评分标准的参数，从而导致对其能力的不完整评估。 此外，情商是另一个可以被认为是不可分配的学习方面。虽然教育工作者可以观察互动和小组动态，但给学生同理心或有效沟通能力赋予数值是具有挑战性的。人际互动和情感意识的细微差别是复杂的，通常超出了传统评分系统的范畴。 此外，不可分配的知识的概念超越了个人技能，涵盖了文化意识和社会责任等更广泛的主题。这些属性越来越被认为是全面教育的重要组成部分，但它们难以量化。例如，学生可能通过讨论和辩论表现出对全球问题的深刻理解，但这种理解如何被赋予分数呢？他们视角的丰富性可能在简单的字母成绩中丢失，使其在传统意义上是不可分配的。 此外，对标准化测试的依赖已被广泛批评，因为它无法捕捉学生能力的全谱。这些测试通常专注于死记硬背和基本技能，导致许多学习方面是不可分配的。在动手学习或合作环境中表现出色的学生可能在测试场景中表现不佳，突显了此类方法的不足。 随着教育工作者努力创造更具包容性和有效性的评估策略，承认学习中的不可分配的元素至关重要。通过认识到并非所有有价值的技能和知识都可以量化，教育者可以制定更全面的评估方法。这可能包括纳入作品集、自我评估和同伴评估，让学生以传统评估无法展示的方式展示他们的优势。 总之，不可分配的这个术语提醒我们传统教育评估固有的局限性。随着我们继续发展对学习的理解，接受知识和技能获取的复杂性至关重要。通过这样做，我们可以培养一个重视创造力、情感智力和文化意识的教育环境，最终为学生应对未来多面挑战做好准备。认识并解决教育中的不可分配的方面将导致对学生学习的更全面和有意义的评估，从而使教育者和学习者都受益。