Understanding what students know: Evaluating their online research and reading comprehension skills

Jill Castek, Julie Coiro

Research output: Contribution to journalReview articlepeer-review

11 Scopus citations

Abstract

This piece is framed by questions we are often asked when we talk about online reading assessments and instruction with teachers. We begin with some of the lessons we have learned in our own experiences with designing measures of online reading comprehension. Then we share our thoughts about key design considerations as well as some of the biggest challenges of trying to capture online research and reading skills when online texts and authentic tasks are constantly changing. By sharing these perspectives, we hope to inspire new ways of tracking students' progress that can help teachers design powerful literacy instruction that integrates digital texts and new technologies.

Original languageEnglish (US)
Pages (from-to)546-549
Number of pages4
JournalJournal of Adolescent and Adult Literacy
Volume58
Issue number7
DOIs
StatePublished - Apr 1 2015
Externally publishedYes

Keywords

  • Adolescence
  • Authentic
  • Choice, preference
  • College/university students
  • Diagnostic
  • Early adolescence
  • Information and communication technologies
  • Instructional strategies, teaching strategies
  • New literacies
  • Specific media (hypertext, Internet, film, music, etc.)
  • To inform instruction, as inquiry

ASJC Scopus subject areas

  • Education

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