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306 appendix a: overview of pirls 2006 procedures Exhibit A.14 Cronbach’s Alpha Reliability Coefficient – Overall Reading The reliability coefficient for each country is the median KR-20 reliability across the 13 test booklets. Countries PIRLS 2006 4th Grade Reliability Coefficient Austria 0.86 Belgium (Flemish) 0.83 Belgium (French) 0.86 Bulgaria 0.90 Canada, Alberta 0.86 Canada, British Columbia 0.86 Canada, Nova Scotia 0.88 Canada, Ontario 0.87 Canada, Quebec 0.86 Chinese Taipei 0.86 Denmark 0.87 England 0.91 France 0.86 Georgia 0.87 Germany 0.86 Hong Kong SAR 0.82 Hungary 0.88 Iceland 0.88 Indonesia 0.81 Iran, Islamic Rep. of 0.88 Israel 0.91 Italy 0.87 Kuwait 0.85 Latvia 0.86 Lithuania 0.83 Luxembourg 0.88 Macedonia, Rep. of 0.91 Moldova, Rep. of 0.86 Morocco 0.87 Netherlands 0.81 New Zealand 0.91 Norway 0.86 Poland 0.89 Qatar 0.84 Romania 0.90 Russian Federation 0.88 Scotland 0.89 Singapore 0.89 Slovak Republic 0.89 Slovenia 0.88 South Africa 0.92 Spain 0.88 Sweden 0.85 Trinidad and Tobago 0.91 United States 0.88 International Median 0.88 SOURCE: IEA Progress in International Reading Literacy Study (PIRLS) 2006
appendix a: overview of pirls 2006 procedures problem with the scoring guide, and on a few occasions, items were deleted for individual countries because of translation errors. IRT Scaling and Data Analysis The primary approach to reporting the PIRLS 2006 achievement data was based on item response theory (IRT) scaling methods. Student reading achievement was summarized using a family of 2- and 3-parameter IRT models for dichotomously-scored items (right or wrong), and generalized partial credit models for items with 2 or 3 available score points. The IRT scaling method produces a score by averaging the responses of each student to the items that he or she took in a way that takes into account the difficulty and discriminating power of each item. A notable feature of IRT scaling is that it is capable of estimating a student’s score on an assessment even if the student has not responded to all of the items in the assessment pool. This characteristic of IRT scaling makes it particularly appropriate for PIRLS, where each individual student completed a single test booklet, comprising just two of the 10 passages in the PIRLS 2006 assessment (approximately 17 score points per passage). The PARSCALE 0 program was used to estimate the IRT model parameters. Although IRT methods are well suited to the PIRLS design, like other measurement approaches they provide the most reliable results when based on large numbers of items. Because individual students respond to relatively few items, particularly on the reading purposes and processes of comprehension scales, PIRLS uses a process known as “conditioning” to improve the reliability of the achievement measurement. The conditioning process combines students’ responses to the items they were administered with information about the students’ background characteristics to construct a distribution of achievement for each student that is conditional on the student’s responses to the administered items and on the student’s background characteristics. To provide student scores that may be used in analyses, PIRLS uses the achievement distribution to predict or impute the achievement of each student conditional on his or her item responses and background For a detailed description of the PIRLS 2006 scaling, see Foy, P., Galia, J., & Li, Isaac. (2007). Scaling the PIRLS 2006 reading assessment data. In M.O. Martin, I.V.S. Mullis, & A.M. Kennedy (Eds.), PIRLS 2006 technical report. Chestnut Hill, MA: Boston College. 0 Muraki, E., & Bock, R.D. (1997). PARSCALE: IRT item analysis and test scoring for rating-scale data [Computer software and manual]. Chicago: Scientific Software. 307
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PIRLS 2006 International Report IEA
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Contents Executive Summary 1 Introd
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Chapter 3 105 Literacy-related Acti
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Exhibit 6.16 Students Answer Questi
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Appendix C 327 Percentiles and Stan
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executive summary Building on the P
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Changes in Reading Achievement: PIR
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executive summary percentages of st
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▶ ▶ ▶ ▶ ▶ executive summa
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10 executive summary ▶ ▶ ▶
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1 executive summary ▶ ▶ ▶ ▶
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16 introduction The IEA (Internatio
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18 introduction An important innova
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20 introduction What Background Inf
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22 introduction Exhibit Countries P
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24 introduction For the sake of com
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26 introduction Exhibit 2 Exhibit 2
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28 introduction Which Students Were
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30 introduction Exhibit Exhibit 3 3
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32 introduction The student samplin
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36 chapter 1: international student
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Chapter 3 Literacy-related Activiti
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Chapter 5 School Curriculum and Org
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196 chapter 6: teachers and reading
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246 chapter 7: school contexts area
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Page 311 and 312: Appendix A Supplementary Informatio
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appendix d: sample passages, questi
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Questions Unbelievable Night append
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12 appendix d: sample passages, que
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14 Questions 6-9 are about the Pill
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16 Questions 11-13 are about the Wo
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Appendix E Item Descriptions Develo
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appendix e: reading items used for
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394 appendix f: iceland and norway
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Appendix G Organizations and Indivi
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appendix g: organizations and indiv
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TIMSS & PIRLS International Study C
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