Assessing Online Reading

Measuring online reading comprehension in open networked spaces: Challenges, concerns, and choices was presented at AERA.  The handout, slides, and tables introduce a framework for exploring three areas:  Cognition, Observation, and Interpretation.  Insights, challenges, and design choices are presented in each of the three areas. 

Assessment frameworks for teaching and learning English language arts in a digital age highlights research that suggests the Internet is reshaping reading, writing, and communication and sparking a transformation in the ways we teach and assess literacy and language arts. It is structured around the notion that educational assessments should draw on principles of evidence-centered design (National Research Council, 2001) to answer three essential questions: (1) What evidence is needed to represent proficiency in online literacy and language arts?; (2) What situations or tasks can elicit such evidence?; and (3) How can this evidence be interpreted in meaningful ways?

References

Castek, J., & Coiro, J. (2010, May). Measuring online reading comprehension in open networked spaces: Challenges, concerns, and choices. In S. Sullivan (Chair) Finding common ground: Documenting and analyzing student learning with hypertext, multimedia, and hypermedia.  American Education Research Association (AERA). Denver, CO.

Coiro, J., & Castek, J. (2010). Assessment frameworks for teaching and learning English language arts in a digital age. In D.  Lapp & D. Fisher (Eds.) Handbook of research on teaching the English Language Arts (3rd Ed.) (314-321). Co-Sponsored by the International Reading Association and the National Council of Teachers of English. New York, NY: Routledge.

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