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Understanding What Students Know
Author(s) -
Castek Jill,
Coiro Julie
Publication year - 2015
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1002/jaal.402
Subject(s) - reading (process) , reading comprehension , mathematics education , key (lock) , comprehension , literacy , pedagogy , tracking (education) , psychology , digital literacy , need to know , reading motivation , instructional design , computer science , linguistics , philosophy , computer security , programming language
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.