ERIC Number: ED485144
Record Type: Non-Journal
Publication Date: 2004-Oct
Reference Count: 22
Reading Assessment Strategies for On-Line Learners
Huh, Jeonghee; Hirumi, Atsusi
Association for Educational Communications and Technology, 27th, Chicago, IL, October 19-23, 2004
Compared to conventional classroom settings, e-learning relies heavily on a student's reading ability. However, many students, particularly those at-risk or those who may have already dropped out of conventional schools, tend to have low reading ability that affects their ability to learn online. The problem is that relatively little has been done to address reading problems confronted by online distance learners and educators. E-learning often begins with an assumption that students can read. This study (a) identifies empirical-supported reading assessments employed by conventional schools, and (b) proposes reading assessment strategies for use by online educators. A review of reading assessment literature reveals that in conventional schools settings, classroom teachers are the primary people who detect students' potential reading problems; reading specialists are often called upon to further diagnose and treat reading problems; authentic assessments and reading software are being used as an integral part of classroom instruction to help students enhance their reading skill. The proposed assessment strategies include extant data analysis, learner-self and informant assessments, and reading-specific and performance-based assessments.
Descriptors: Self Evaluation (Individuals), Data Analysis, Reading Skills, Student Evaluation, Distance Education, Reading Tests, Evaluation Methods, Online Courses
Association for Educational Communications and Technology. 1800 North Stonelake Drive Suite 2, Bloomington, IN 47408. Tel: 877-677-2328; Tel: 812-335-7675; e-mail: email@example.com; Web site: http://www.aect.org
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Elementary Secondary Education
Authoring Institution: Association for Educational Communications and Technology, Washington, DC.