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chapter 1: international student achievement in reading
creation of two reading achievement scales for the reading processes. One
scale combines the retrieval and straightforward inferencing processes and is
called the retrieving and straightforward inferencing scale. The second scale
combines the interpreting and integrating processes with the examining and
evaluating processes and is called the interpreting, integrating, and evaluating
scale. This combination makes sense conceptually, because it combines the
two text-based processes and the two processes that require more reasoning.
It also works well analytically, because it allocates about half of the assessment
items to each scale.
In the PIRLS 2006 Assessment Framework and Specifications, retrieving
information was allocated 20 percent of the assessment and straightforward
inferencing 30 percent. These two comprehension processes involve locating
explicitly stated information, as well as filling in the “gaps” in information
contained in the text. Straightforward inferences are very much text based.
Although not explicitly stated in the text, the meaning remains relatively
clear. Interpreting and integrating ideas and information was given a weight
of 30 percent and examining and evaluating 20 percent. Interpreting and
integrating ideas can be at a global level or require relating details and
information in the text to an overall idea. Readers are making connections
that are not only implicit, but that may be open to some interpretation based
on their own perspective. Evaluation focuses on considering the text itself,
including the author’s purpose, claims made in the text, and the structure
and genre, as well as language conventions.
Exhibit 1.10 presents average achievement for the two achievement scales
for the reading processes. Just as was the case with the scales for the reading
purposes, the scales for the processes are not directly comparable, since they
represent different constructs, and, as shown by average percent correct in
Exhibit A.16, items on the interpreting, integrating, and evaluating scale were
more difficult than those on the retrieving and straightforward inferencing
scale. Internationally on average, for the retrieving and straightforward
inferencing scale, the average percent correct was 64 percent. In contrast the
average percent correct was 20 percentage points lower for the interpreting,
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