here - TIMSS and PIRLS Home - Boston College

More documents

Recommendations

Info

36 chapter 1: international student achievement in reading this practice continues in TIMSS and PIRLS to monitor trends and have comparability between the two studies. For the purposes of this report, these three education systems are treated as countries. Since Belgium has two education systems, one administered by the French-speaking community and the other by the Dutch-speaking community, the two education systems traditionally have participated separately in IEA studies, so again, this practice has been kept and two sets of data are reported for Belgium. The five Canadian provinces represent 88 percent of the student population in Canada, but preferred to participate in PIRLS 2006 separately but not collectively as a country. Thus, as a compromise, their results are reported in italics together with the other participants. Altogether, then, the tables in the PIRLS 2006 International Report typically contain results for the 45 participants in PIRLS 2006. For their own purposes as an additional effort, Iceland and Norway administered PIRLS 2006 to small samples of their fifthgrade students, and these results are presented in Appendix F. In Exhibit 1.1, the 45 participants are shown in descending order of average reading achievement. Each participant’s average score on the PIRLS achievement scale (with its 95% confidence interval) is shown graphically on the participant’s achievement distribution, and listed (together with its standard error) in the first column in the table. Because there often are relatively small differences between participants in average achievement, Exhibit 1.2 shows whether or not the differences in average achievement are statistically significant. The highest achieving participants in PIRLS 2006 represent different regions of the world geographically, including Eastern Europe (the Russian Federation, Hungary, and Bulgaria), Asia (Hong Kong SAR and Singapore), Canada (Alberta, British Columbia, and Ontario), Italy in Southern Europe, Western Europe (Luxembourg, Germany, the Netherlands, and Belgium (Flemish)), and Scandinavia (Sweden and Denmark). The PIRLS reading achievement scale was established in PIRLS 2001 to have a mean of 500 and a standard deviation of 100, 2 and was designed to remain constant from assessment to assessment. There is an indication by a participant’s average 2 PIRLS uses item response theory scaling (IRT) methods to summarize achievement results on a scale with a mean of 500 and a standard deviation of 100. For more information, see the “IRT Scaling and Data Analysis” section of Appendix A.
chapter 1: international student achievement in reading Exhibit 1.1: 1.1 Distribution of of Reading Achievement Countries Reading Achievement Distribution Average Scale Score Years of Formal Schooling* Average Age 37 Human Development Index** 2a Russian Federation h 565 (3.4) 4 10.8 0.797 Hong Kong SAR h 564 (2.4) 4 10.0 0.927 2a Canada, Alberta h 560 (2.4) 4 9.9 0.950 Singapore h 558 (2.9) 4 10.4 0.916 2a Canada, British Columbia h 558 (2.6) 4 9.8 0.950 Luxembourg h 557 (1.1) 5 11.4 0.945 2a Canada, Ontario h 555 (2.7) 4 9.8 0.950 Italy h 551 (2.9) 4 9.7 0.940 Hungary h 551 (3.0) 4 10.7 0.869 Sweden h 549 (2.3) 4 10.9 0.951 Germany h 548 (2.2) 4 10.5 0.932 † Netherlands h 547 (1.5) 4 10.3 0.947 †2a Belgium (Flemish) h 547 (2.0) 4 10.0 0.945 2a Bulgaria h 547 (4.4) 4 10.9 0.816 2a Denmark h 546 (2.3) 4 10.9 0.943 Canada, Nova Scotia h 542 (2.2) 4 10.0 0.950 Latvia h 541 (2.3) 4 11.0 0.845 †2a United States h 540 (3.5) 4 10.1 0.948 England h 539 (2.6) 5 10.3 0.940 Austria h 538 (2.2) 4 10.3 0.944 Lithuania h 537 (1.6) 4 10.7 0.857 Chinese Taipei h 535 (2.0) 4 10.1 0.910 Canada, Quebec h 533 (2.8) 4 10.1 0.950 New Zealand h 532 (2.0) 4.5 – 5.5 10.0 0.936 Slovak Republic h 531 (2.8) 4 10.4 0.856 † Scotland h 527 (2.8) 5 9.9 0.940 France h 522 (2.1) 4 10.0 0.942 Slovenia h 522 (2.1) 3 or 4 9.9 0.910 Poland h 519 (2.4) 4 9.9 0.862 Spain h 513 (2.5) 4 9.9 0.938 2b Israel h 512 (3.3) 4 10.1 0.927 Iceland h 511 (1.3) 4 9.8 0.960 PIRLS Scale Avg. 500 – – – Moldova, Rep. of 500 (3.0) 4 10.9 0.694 Belgium (French) 500 (2.6) 4 9.9 0.945 ‡ Norway 498 (2.6) 4 9.8 0.965 Romania i 489 (5.0) 4 10.9 0.805 2a Georgia i 471 (3.1) 4 10.1 0.743 Macedonia, Rep. of i 442 (4.1) 4 10.6 0.796 Trinidad and Tobago i 436 (4.9) 5 10.1 0.809 Iran, Islamic Rep. of i 421 (3.1) 4 10.2 0.746 Indonesia i 405 (4.1) 4 10.4 0.711 Qatar i 353 (1.1) 4 9.8 0.844 Kuwait i 330 (4.2) 4 9.8 0.871 Morocco i 323 (5.9) 4 10.8 0.640 South Africa i 302 (5.6) 5 11.9 0.653 100 200 300 400 500 600 700 Percentiles of Performance Country average significantly higher h than PIRLS scale average 5th 25th 75th 95th 95% Confidence Interval for Average (±2SE) Country average significantly lower i than PIRLS scale average * Represents years of schooling counting from the first yearof ISCED level 1. ** Taken from United Nations Development Programme’s Human Development Report 2006, p. 283–286, except for Chinese Taipei taken from Directorate General of Budget, Accounting and Statistics, Executive Yuan, R.O.C. Statistical Yearbook 2005. Data for Belgium (Flemish) and Belgium (French) are for the entire country of Belgium. Data for England and Scotland are for the United Kingdom. † 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). 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: See Exhibit C.1 for percentiles of achievement in reading. PIRLS 2006 4th Grade SOURCE: IEA Progress in International Reading Literacy Study (PIRLS) 2006
Page 3 and 4: PIRLS 2006 International Report IEA
Page 5 and 6: Contents Executive Summary 1 Introd
Page 7 and 8: Chapter 3 105 Literacy-related Acti
Page 9 and 10: Exhibit 6.16 Students Answer Questi
Page 11: Appendix C 327 Percentiles and Stan
Page 14 and 15: executive summary Building on the P
Page 16 and 17: Changes in Reading Achievement: PIR
Page 18 and 19: executive summary percentages of st
Page 20 and 21: ▶ ▶ ▶ ▶ ▶ executive summa
Page 22 and 23: 10 executive summary ▶ ▶ ▶
Page 24: 1 executive summary ▶ ▶ ▶ ▶
Page 28 and 29: 16 introduction The IEA (Internatio
Page 30 and 31: 18 introduction An important innova
Page 32 and 33: 20 introduction What Background Inf
Page 34 and 35: 22 introduction Exhibit Countries P
Page 36 and 37: 24 introduction For the sake of com
Page 38 and 39: 26 introduction Exhibit 2 Exhibit 2
Page 40 and 41: 28 introduction Which Students Were
Page 42 and 43: 30 introduction Exhibit Exhibit 3 3
Page 44: 32 introduction The student samplin
Page 50 and 51: 38 chapter 1: international student
Page 76: 64 chapter 1: international student
Page 80 and 81: 68 chapter 2: performance at intern
Page 98 and 99:
86 chapter 2: performance at intern
Page 100 and 101:
Page 102 and 103:
Page 104 and 105:
Page 106 and 107:
Page 108 and 109:
Page 110 and 111:
Page 112 and 113:
100 chapter 2: performance at inter
Page 114 and 115:
102 chapter 2: performance at inter
Page 117 and 118:
Chapter 3 Literacy-related Activiti
Page 119 and 120:
chapter 3: literacy-related activit
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 151 and 152:
Chapter 4 Students’ Reading Attit
Page 153 and 154:
chapter 4: students’ reading atti
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167:
Page 170 and 171:
140 chapter 4: students’ reading
Page 172 and 173:
Page 174 and 175:
Page 176 and 177:
Page 178 and 179:
Page 180 and 181:
Page 182 and 183:
Page 184 and 185:
Page 187 and 188:
Chapter 5 School Curriculum and Org
Page 189 and 190:
chapter 5: school curriculum and or
Page 191 and 192:
Page 193 and 194:
Page 195 and 196:
Page 197 and 198:
Page 199 and 200:
Page 201 and 202:
Page 203 and 204:
Page 205 and 206:
Page 207 and 208:
Page 209 and 210:
Page 211 and 212:
Page 213 and 214:
Page 215 and 216:
Page 217 and 218:
Page 219 and 220:
Page 221 and 222:
Page 223:
Page 226 and 227:
196 chapter 6: teachers and reading
Page 228 and 229:
Page 230 and 231:
Page 232 and 233:
Page 234 and 235:
Page 236 and 237:
Page 238 and 239:
Page 240 and 241:
Page 242 and 243:
Page 244 and 245:
Page 246 and 247:
Page 248 and 249:
Page 250 and 251:
Page 252 and 253:
Page 254 and 255:
Page 256 and 257:
Page 258 and 259:
Page 260 and 261:
Page 262 and 263:
Page 264 and 265:
Page 266 and 267:
Page 268 and 269:
Page 270 and 271:
Page 272:
Page 276 and 277:
246 chapter 7: school contexts area
Page 278 and 279:
248 chapter 7: school contexts of t
Page 280 and 281:
250 chapter 7: school contexts Exhi
Page 282 and 283:
Page 284 and 285:
254 chapter 7: school contexts What
Page 286 and 287:
Page 288 and 289:
258 chapter 7: school contexts Give
Page 290 and 291:
Page 292 and 293:
262 chapter 7: school contexts It i
Page 294 and 295:
Page 296 and 297:
266 chapter 7: school contexts year
Page 298 and 299:
Page 300 and 301:
270 chapter 7: school contexts stud
Page 302 and 303:
272 chapter 7: school contexts perc
Page 304 and 305:
274 chapter 7: school contexts As s
Page 306 and 307:
Page 308 and 309:
278 chapter 7: school contexts Comp
Page 311 and 312:
Appendix A Supplementary Informatio
Page 313 and 314:
appendix a: overview of pirls 2006
Page 315 and 316:
Page 317 and 318:
Page 319 and 320:
Page 321 and 322:
Page 323 and 324:
Page 325 and 326:
Page 327 and 328:
Page 329 and 330:
Page 331 and 332:
Page 333 and 334:
Page 335 and 336:
Page 337 and 338:
Page 339 and 340:
Page 341 and 342:
Page 343 and 344:
Page 347 and 348:
Appendix B Multiple Comparisons of
Page 349 and 350:
appendix b: multiple comparisons of
Page 351 and 352:
Page 353 and 354:
Page 355:
Page 358 and 359:
328 appendix c: percentiles and sta
Page 360 and 361:
Page 362 and 363:
Page 364 and 365:
Page 366 and 367:
Page 369 and 370:
Appendix D Sample Passages, Questio
Page 371 and 372:
appendix d: sample passages, questi
Page 373 and 374:
20 appendix d: sample passages, que
Page 375 and 376:
Page 377 and 378:
Page 379 and 380:
Page 381 and 382:
Page 383 and 384:
Page 385 and 386:
Page 387 and 388:
Page 389 and 390:
Page 391 and 392:
Page 393 and 394:
Questions Unbelievable Night append
Page 395 and 396:
Page 397 and 398:
Page 399 and 400:
Page 401 and 402:
12 appendix d: sample passages, que
Page 403 and 404:
14 Questions 6-9 are about the Pill
Page 405 and 406:
16 Questions 11-13 are about the Wo
Page 407 and 408:
Page 411 and 412:
Appendix E Item Descriptions Develo
Page 413 and 414:
appendix e: reading items used for
Page 415 and 416:
Page 417 and 418:
Page 419 and 420:
Page 421:
Page 424 and 425:
394 appendix f: iceland and norway
Page 427 and 428:
Appendix G Organizations and Indivi
Page 429 and 430:
appendix g: organizations and indiv
Page 431 and 432:
Page 433 and 434:
Page 436 and 437:
TIMSS & PIRLS International Study C
Page 439 and 440:
Page 441 and 442:
Page 443 and 444:
Page 445:
Page 448 and 449:
Page 450 and 451:
Page 453:
show all

here - TIMSS and PIRLS Home - Boston College

Create successful ePaper yourself

Delete template?

Save as template?