a. What is corandic?
"Corandic is an emurient grof with many fribs"
b. What does corandic grank from?
"It granks from corite, an olg which cargs like lange."
c. How do garkers excarp the tarances from the corite?
"By glarcking the corite and starping it in tranker-clarped storbs."
d. What does the slorp finally frast?
"A pragety, blickant crankle: coranda."
e. What is coranda?
"A cargurt, grinkling corandic and borigen."
f. How is the corandic nacerated from the borigen?
"By means of loracity."
g. What do the garkers finally thrap?
"A glick, bracht, glupous grapant, corandic, which granks in many starps."
How is it that you are able to answer such questions?
I was able to answer such questions by looking back at the passage and taking the answers from there. I may not have understood what was being said, but I was able to follow along and find the answers because they were easily stated in the passage.
What does this experience suggest about the kinds of "comprehension" questions often found on standardized tests?
This experience suggests that the comprehension questions often found on standardized tests are not higher-level thinking questions. Students are able to answer these questions easily because the answers are simply stated in the passage. These kinds of questions do not require students to fully comprehend the passage, rather they just have to spit out the words. These questions do not require much of an effort from the students and do not truly test their understanding of the subject matter.
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