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IEA’s, PIRLS and prePIRLS assessment system

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Abstract:

IEA’s PIRLS and prePIRLS Assessment System provides several options for developing countries to participate in state-of-the-art assessments of reading comprehension that provide internationally comparable data. First, countries may participate in PIRLS, an internationally respected assessment of reading comprehension now in its third assessment cycle. PIRLS is designed to measure trends over time in reading achievement for students who have learned to read and now are “reading to learn.” With previous assessments in 2001 and 2006, currently approximately 50 countries are participating in PIRLS 2011. While most countries participate in PIRLS at the fourth grade, it depends on the curriculum of the country. Some developing countries are participating in PIRLS at the sixth grade. Also, beginning in 2011 there also is prePIRLS, a precursor assessment to PIRLS specifically designed for developing countries at grades four or five. This newly designed assessment is based on the PIRLS Framework for assessing reading comprehension, but is less difficult. Thus, just like PIRLS, prePIRLS assesses a range of comprehension strategies across literary and informational texts, except the passages are shorter with less difficult vocabulary and the emphasis is on straightforward comprehension processes. Both PIRLS and prePIRLS are based on the most up-to-date large-scale assessment methods, employing rigorous development, sampling, and data collection standards together with advanced psychometric techniques to provide high quality measurement of national reading achievement with minimal student burden.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p492708_index.html
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MLA Citation:

Mullis, Ina. "IEA’s, PIRLS and prePIRLS assessment system" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492708_index.html>

APA Citation:

Mullis, I. V. "IEA’s, PIRLS and prePIRLS assessment system" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492708_index.html

Publication Type: Panel Paper
Abstract: IEA’s PIRLS and prePIRLS Assessment System provides several options for developing countries to participate in state-of-the-art assessments of reading comprehension that provide internationally comparable data. First, countries may participate in PIRLS, an internationally respected assessment of reading comprehension now in its third assessment cycle. PIRLS is designed to measure trends over time in reading achievement for students who have learned to read and now are “reading to learn.” With previous assessments in 2001 and 2006, currently approximately 50 countries are participating in PIRLS 2011. While most countries participate in PIRLS at the fourth grade, it depends on the curriculum of the country. Some developing countries are participating in PIRLS at the sixth grade. Also, beginning in 2011 there also is prePIRLS, a precursor assessment to PIRLS specifically designed for developing countries at grades four or five. This newly designed assessment is based on the PIRLS Framework for assessing reading comprehension, but is less difficult. Thus, just like PIRLS, prePIRLS assesses a range of comprehension strategies across literary and informational texts, except the passages are shorter with less difficult vocabulary and the emphasis is on straightforward comprehension processes. Both PIRLS and prePIRLS are based on the most up-to-date large-scale assessment methods, employing rigorous development, sampling, and data collection standards together with advanced psychometric techniques to provide high quality measurement of national reading achievement with minimal student burden.


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