Why is it we complain so much? The degree of challenge in this class is appropriate to our degree level-masters, which takes me along a trend of thought... why do we traditionally give tasks at times mismatched to our students needs and abilities? Reading is not just a subject area but a skill needed by students to be successful across academic disciplines and for personal and economic outcomes. Assessment is crucial for designing appropriate instruction, a question we need to answer is at what level of challenge reading processes, specifically rate, word identification and comprehension, can be most accurately assessed. level of challenge is frequently defined by the percentage of words that a student can identify in a passage- there are three levels; frustration, instructional and independent.
Should we provide a student with a frustration level passage in order to determine what types of errors they make? Or would students' skills be best evidenced when reading at instructional level? research suggests ( Heibert, 2006; Affenbleck, 2006) that while knowing a students' skill level can assist in tailoring the instructional needs, we must be mindful of overarching. Web 2.0 has the potential to correctly diagnose and assess and match our students' to their needs. How can technology do this? In the context of social-collaboration where we can gather together a comprehensive database for our learners as both a reference and a diagnostic/assessment tool.
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