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chapter 2: performance at international benchmarks
Exhibit Exhibit 2.21 PIRLS 2.20: 2006 PIRLS Advanced 2006 Advanced International International Benchmark Benchmark – Item – 14 Item – Literary 13 – Literary Example Example
Purpose : Literary Experience
3 Points: Sample Full-Credit Response
† Met guidelines for sample participation rates only after replacement schools were
included (see Exhibit A.7).
‡ Nearly satisfying guidelines for sample participation rates after replacement schools
were included (see Exhibit A.7).
2a National Defined Population covers less than 95% of National Desired Population
(see Exhibit A.4).
Country
Percent
Full
Credit
101
PIRLS 2006
4th Grade
Sweden 47 (2.2) h
Singapore 44 (2.0) h
Slovenia 42 (1.6) h
2a Canada, Ontario 41 (2.8) h
New Zealand 40 (1.7) h
Hungary 40 (2.2) h
Luxembourg 39 (1.6) h
†2a United States 39 (2.1) h
Hong Kong SAR 38 (1.9) h
Chinese Taipei 38 (1.8) h
†2a Belgium (Flemish) 38 (2.0) h
2a Bulgaria 38 (2.3) h
2a Canada, British Columbia 37 (2.0) h
Canada, Nova Scotia 37 (2.1) h
2a Denmark 37 (1.6) h
England 36 (2.4) h
Italy 36 (2.1) h
Germany 36 (1.7) h
2a Canada, Alberta 36 (2.3) h
Slovak Republic 36 (1.9) h
† Scotland 35 (2.5) h
Canada, Quebec 34 (2.1) h
Poland 32 (1.6) h
Austria 32 (1.7) h
2a Russian Federation 31 (2.0)
Romania 30 (2.0)
Latvia 29 (2.1)
Lithuania 28 (1.7)
2b Israel 28 (1.6)
† Netherlands 28 (1.7)
International Avg. 27 (0.3)
Moldova, Rep. of 27 (1.9)
Iceland 26 (1.6)
France 22 (1.6) i
Belgium (French) 22 (1.9) i
Spain 21 (1.6) i
‡ Norway 19 (1.9) i
Macedonia, Rep. of 15 (1.3) i
Trinidad and Tobago 13 (1.3) i
2a Georgia 9 (1.3) i
Iran, Islamic Rep. of 7 (0.8) i
South Africa 5 (0.9) i
Indonesia 5 (0.8) i
Kuwait 4 (0.8) i
Morocco 4 (0.8) i
Qatar 3 (0.5) i
Percentage of students receiving full credit significantly
higher than international average h
Percentage of students receiving full credit significantly
lower than international average I
2b National Defined Population covers less than 80% of National Desired Population
(see Exhibit A.4).
( ) Standard errors appear in parentheses. Because results are rounded to the nearest
whole number, some totals may appear inconsistent.
NOTE: The International Average does not include the results from the Canadian provinces.
SOURCE: IEA Progress in International Reading Literacy Study (PIRLS) 2006