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Kathleen OConnor
EDSL660 Prince William County Cohort
February 10, 2014
Kathleen OConnor
EDSL660 Prince William County Cohort
February 10, 2014
paper, they must use this skill in order to draw the necessary conclusions
and answer the questions.
#37 In paragraph 4, the words humiliating, disgraceful, and
shameful evoke what tone?
For this question, as well as all the others that ask students to refer back to a
certain section of the reading selection, Standard 1.1.4 must be used. (Find,
evaluate, and select appropriate sources to answer questions). Granted, it is
being used on a much smaller scale (the test passage, rather than a library
full of resources), but the skill is basically the same. They must be able to
locate the correct paragraph, and then the correct line, in order to answer
the question correctly.
Standard 1.1.2 is also important here, because students will have to use prior
knowledge to recall the meaning of evoke and tone in order to
understand what they are being asked.
*Disposition 1.2.6 is applicable to the entire test. Students must display
emotional resilience by persisting in information searching despite
challenges. Many of the passages are quite lengthy and may not be highinterest material for many high school juniors. Students must be resilient
and persistent to use their best skills from the beginning of the test to the
end.
Based on your analysis of the test items, look at the Reporting
Category Descriptions, which, if any, of the areas seem to require
the greatest number of skills from the AASL Standards for the 21st
Century Learner?
On this 50-question test, there are only two reporting categories:
Demonstrate comprehension of printed materials and Use work analysis
strategies and information resources. I think they both require an equal
number of skills from the AASL Standards. Because these reporting
categories are fairly broad (especially the first one), they are basically the
umbrella skills that most of the AASL skills detailed in Standards 1 and 2
fall beneath. I do not think that any standardized test would incorporate too
much of Standard 3 since it is about sharing knowledge and in a testing
environment we call this cheating. It could be argued, I suppose, that the
part about participating ethicallyas members of society is relevant in
testing insofar as it applies to academic integrity (not cheating). I am also
Kathleen OConnor
EDSL660 Prince William County Cohort
February 10, 2014
not convinced that standardized testing of any sort does much to encourage
Standard 4 (Pursue personal and aesthetic growth).
Specifically, how could library information skills instruction enhance
student achievement on this test?
Library information skills can enhance student achievement in every aspect
of this test. Most basically, it has been my experience that students who are
habitual readers (i.e. not just assigned reading, but reading for pleasure on
their own) are those who generally score advanced on this test, because the
skills that come second-nature to strong readers. The librarians role in
encouraging reading for pleasure is very important. And while the reporting
categories are very general, the test questions themselves include research
skills, analyzing sources for usefulness in specific tasks, fiction, non-fiction,
literary terms and use of text structure to garner meaning. Basically every
skill measured on this test can be supported and enhanced by good library
information skills instruction.