Presentation on theme: "National Reading Achievement: Using PISA/PIRLS Data for Informed Discussion PISA/PIRLS Task Force International Reading Association www.reading.org January."— Presentation transcript:
National Reading Achievement: Using PISA/PIRLS Data for Informed Discussion PISA/PIRLS Task Force International Reading Association January 2005
This PowerPoint is the work of the International Reading Associations PISA/PIRLS Taskforce Renate Valtin (chair), Humboldt University of Berlin, Germany William Brozo, George Mason University, United States M. Lourdes Dionisio, University of Minho, Portugal Keith Topping, University of Dundee, Scotland James Flood and Ann-Sofie Selin serve as liaisons from the Board of Directors. Cathy Roller, Director of Research and Policy, is International Reading Association staff liaison. Discussing National Reading Achievement Using PISA/PIRLS Data
Under Board direction, the PISA/PIRLS Taskforce Examined the Programme for International Student Assessment (PISA) and the Progress in International Reading Literacy Study (PIRLS) results. Consulted with national representatives from 23 nations in Linköping, Sweden, June 10, 2004, with support from International Reading Associations International Development Committee in Europe (IDEC) and Linköping University. The meeting agenda and a list of participants is available. Prepared this PowerPoint professional development guide that councils and affiliates can use when analyzing national reading instruction and achievement using PISA/PIRLS data. Discussing National Reading Achievement Using PISA/PIRLS Data
PISA (2000) and PIRLS (2001) provide Reading literacy achievement data at key developmental milestones Comparative information about reading achievement across the participating nations. participating nations Series of reports that include graphs, tables, figures and text that compare scores and produce rankings among the countries. See PISA 2000 reports. See PIRLS 2001 report.See PISA 2000 reports.See PIRLS 2001 report. Discussing National Reading Achievement Using PISA/PIRLS Data
PISA and PIRLS data Are correlational and represent cross-sectional studies Represent averages and vary somewhat by individual country Do not identify causal relationships Can identify important factors and raise significant questions, but cannot definitively identify remedies Gain value when context of country, culture, and demographic and background variables are used in analyses to inform policymaking Discussing National Reading Achievement Using PISA/PIRLS Data
PIRLS Definition of Literacy the ability to understand and use those written language forms required by society and/or valued by the individual. Young readers can construct meaning from a variety of texts. They read to learn, to participate in communities of readers in school and everyday life, and for enjoyment".
PIRLS - Methods One-hour, paper-and-pencil literacy test assesses range of reading comprehension strategies for literary & informational reading purposes among 9- year-old students in 35 participating countries Student questionnaire - individual, home, & school factors Parent questionnaire – support & literary resources Teacher questionnaire – individual factors, instruction & materials School principal questionnaire - organization of teaching & learning
PISA Definition of Literacy "the ability to understand, reflect on and use written texts, in order to achieve one's goals and participate effectively in society"
PISA - Methods Two-hour, paper-and-pencil literacy test assesses abilities to use literacy knowledge among 15-year-old students from 32 participating countries Student questionnaire - individual, home, & school factors School principal questionnaire - organization of teaching & learning
PISA and PIRLS data are not intended to point policymakers to simple solutions, such as trying to improve reading literacy scores by looking at high-ranking countries and doing what they do. Instead, policymakers can use the broader context provided by international studies to examine in depth policies and practices that contribute or limit opportunities for student achievement. Discussing National Reading Achievement Using PISA/PIRLS Data
National analyses using PISA/PIRLS data allow test score comparisons within a context linked to country-specific demographic and background variables. National reading literacy achievement can be improved when action plans reflect the conjunction of PISA/PIRL findings and country context. Discussing National Reading Achievement Using PISA/PIRLS Data
Professional development Gender Socioeconomic status (SES) Home and community Engagement Underachievement Assessments School structure School management Resources Teacher education Specific Topics addressed by PISA/PIRLS
Discussion Guides PISA/PIRLS created a rich body of information about factors affecting reading achievement. The broad topic areas listed below present findings and provide context questions that can direct the development of an action plan. Councils and affiliates can examine all areas or select among the topics and subtopics presented. Topics Classroom Factors: Assessment, curriculum & instruction, Resources School Factors: Home–school transition, management & leadership, structure & resources Individual, Home & Community Factors: Home environment, socioeconomic status & occupation, individual characteristics Discussing National Reading Achievement Using PISA/PIRLS Data