Practical ideas on assessment inspired by the podcast with Dr. Mary McNabb and from her book, Literacy Learning in Networked Classrooms: Using the Internet With Middle-Level Students

Monitoring students' online activity requires much more than looking over their shoulder. Knowing what pages students have visited provides little insight into what the experience meant to each person. Because everyone can have a different experience online, getting to know what each one is thinking requires an investment of time--which as we know, is in very short supply. As is often the case, assessing reading comprehension on the Web falls victim to the clock and other demands.

Some practical solutions exist, though none of them can stop time.

Have students generate something tangible as a result of reading online. Here are some typical prompts:

• Write, in your own words, a summary of what you read.
• Write a personal blog about what you read.

Both these activities may be more focused by including one or more of the following comprehension questions:

• What were the important ideas?
• What does this information mean to you?
• With what do you agree or disagree?
• What is not clear to you?
• What words don't you understand?

As an alternative to writing, have students copy and paste text or pictures that answer the selected questions:

• Copy and paste sentences (and/or pictures) that show what this reading meant to you.

Students could turn in their work for you or classroom tutors to check, or share their answers in small groups or participate in a whole group discussion that serves as a think-aloud. Think-alouds also work well without the tangible product. Use the questions above and probe deeper for understanding, asking "Why do you say (or think) that?"

The whole process may take 5 to 20 minutes, but the feedback will help you better determine the effectiveness of online reading experiences and who is benefiting. Plus, it lets students know you expect them to read with purpose.