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72 chapter 2: performance at international benchmarks Exhibit 2.2: 2.2 Trends in Percentages in Percentages of Students of Students Reaching PIRLS the 2006 PIRLS International 2006 International Benchmarks Benchmarks of Reading PIRLS 2006 4th Grade Achievement in of 2001 Reading and Achievement 2006 in 2001 and 2006 Countries Advanced International Benchmark (625) 2006 Percent of Students 2001 Percent of Students High International Benchmark (550) 2006 Percent of Students 2001 Percent of Students Intermediate International Benchmark (475) 2006 Percent of Students 2001 Percent of Students Low International Benchmark (400) 2006 Percent of Students 2001 Percent of Students Singapore 19 (1.4) h 12 (1.4) 58 (1.7) h 45 (2.4) 86 (1.0) h 76 (2.0) 97 (0.4) h 90 (1.4) 2a Russian Federation 19 (1.5) h 5 (0.9) 61 (2.0) h 39 (2.3) 90 (1.1) h 80 (1.9) 98 (0.5) 96 (1.2) 2a Bulgaria 16 (1.4) 17 (1.2) 52 (2.3) 54 (1.9) 82 (1.8) 83 (1.6) 95 (1.0) 95 (0.9) England 15 (0.9) i 20 (1.4) 48 (1.3) i 54 (1.7) 78 (1.1) i 82 (1.2) 93 (0.7) 94 (0.7) 2a Canada, Ontario 15 (1.2) 15 (1.2) 54 (2.0) 50 (1.8) 87 (1.1) h 84 (1.3) 98 (0.5) h 96 (0.6) Hong Kong SAR 15 (1.0) h 5 (0.6) 62 (1.6) h 39 (1.9) 92 (0.8) h 81 (1.5) 99 (0.2) h 97 (0.6) Hungary 14 (0.9) h 10 (0.9) 53 (1.8) 49 (1.8) 86 (1.4) 85 (1.0) 97 (0.5) 98 (0.3) Italy 14 (1.4) 11 (0.9) 52 (1.8) h 48 (1.4) 87 (1.3) h 83 (1.2) 98 (0.4) h 97 (0.6) New Zealand 13 (0.7) 14 (1.2) 45 (1.0) 45 (1.6) 76 (1.0) 74 (1.4) 92 (0.6) 90 (1.0) †2a United States 12 (1.2) 15 (1.1) 47 (2.0) 50 (2.0) 82 (1.4) 80 (1.7) 96 (0.6) h 94 (0.7) Germany 11 (0.9) h 9 (0.6) 52 (1.6) h 47 (1.3) 87 (0.8) h 83 (0.9) 97 (0.3) 97 (0.4) Sweden 11 (0.9) i 15 (1.0) 53 (1.5) i 59 (1.4) 88 (1.0) i 90 (0.8) 98 (0.4) 98 (0.3) 2b Israel 10 (1.0) 9 (0.7) 40 (1.3) 36 (1.2) 70 (1.3) 67 (1.2) 85 (1.2) 87 (1.0) † Scotland 10 (0.8) 11 (0.9) 40 (1.4) 42 (1.9) 77 (1.4) 75 (1.5) 93 (0.8) 92 (0.9) Latvia 8 (0.8) 9 (0.9) 46 (1.5) 49 (2.0) 86 (1.2) 87 (0.9) 98 (0.4) 99 (0.4) Slovak Republic 8 (0.6) h 5 (0.8) 43 (1.5) h 34 (1.7) 80 (1.3) h 76 (1.5) 94 (0.9) 94 (0.8) † Netherlands 6 (0.5) i 10 (0.9) 49 (1.2) i 54 (1.8) 91 (0.8) 92 (1.0) 99 (0.2) 99 (0.3) Canada, Quebec 6 (0.8) 8 (0.7) 41 (1.9) 43 (2.0) 83 (1.3) 84 (1.5) 97 (0.4) 98 (0.4) Slovenia 6 (0.6) h 3 (0.4) 37 (1.2) h 25 (1.1) 76 (1.1) h 67 (1.2) 94 (0.5) h 91 (0.6) Lithuania 5 (0.8) i 9 (1.0) 43 (1.3) i 48 (1.8) 86 (0.9) 85 (1.2) 99 (0.3) 98 (0.4) France 5 (0.6) 7 (0.8) 35 (1.2) 37 (1.4) 76 (1.2) 77 (1.2) 96 (0.4) 95 (0.6) Romania 4 (0.5) i 9 (1.2) 27 (1.6) i 35 (2.2) 61 (2.2) i 69 (2.0) 84 (1.8) i 88 (1.3) Iceland 3 (0.4) i 6 (0.5) 29 (1.1) i 32 (0.9) 72 (0.8) 71 (1.1) 93 (0.8) 92 (0.6) Moldova, Rep. of 3 (0.4) 3 (0.7) 23 (1.5) 22 (2.1) 67 (1.9) h 61 (2.1) 91 (0.9) 88 (1.2) Macedonia, Rep. of 2 (0.4) 2 (0.3) 15 (1.1) 15 (1.1) 40 (1.7) 41 (1.9) 66 (1.6) 67 (2.1) ‡ Norway 2 (0.3) i 4 (0.8) 22 (1.1) i 28 (1.5) 67 (1.6) 65 (1.6) 92 (0.8) h 88 (0.9) Iran, Islamic Rep. of 1 (0.2) 0 (0.2) 8 (0.7) 7 (0.8) 30 (1.3) 28 (1.8) 60 (1.6) 56 (2.0) Morocco 0 (0.0) 1 (0.9) 1 (0.4) 4 (1.6) 9 (1.2) 14 (2.6) 26 (2.0) 33 (3.4) International Avg. 9 (0.2) h 8 (0.2) 40 (0.3) h 38 (0.3) 74 (0.3) h 72 (0.3) 90 (0.2) h 89 (0.2) h 2006 percentage significantly higher I 2006 percentage significantly lower † 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: The International Average does not include the results from the Canadian provinces. Trend Note: The primary education systems of the Russian Federation and Slovenia underwent structural changes. Data for Canada, Ontario include only public schools. SOURCE: IEA Progress in International Reading Literacy Study (PIRLS) 2006
chapter 2: performance at international benchmarks How Were the Benchmark Descriptions Developed? The TIMSS & PIRLS International Study Center conducted a scale anchoring analysis to develop descriptions of achievement at the PIRLS 2006 international benchmarks. The scale anchoring data provided a basis for describing students’ performance at different points on the reading achievement scale in terms of the types of texts they were asked to read, the types of items they were able to answer successfully, and the quality of their answers (for multipoint constructed-response questions). In addition to the data analysis component to identify items that discriminated between successive points on the scale, the process also involved a judgmental component in which the PIRLS 2006 committee of reading experts examined the content of the texts and items and generalized to describe students’ comprehension skills and strategies. For the scale anchoring data analysis, the students’ achievement results from all the participating countries and provinces were pooled, so that the benchmark descriptions refer to all students achieving at that level. Thus, in determining performance in relation to the benchmarks, it does not matter what country or province a student is from, only how he or she performed on the test. Considering students’ reading achievement scale scores, criteria were applied to identify the sets of items that students reaching each international benchmark were likely to answer correctly and that those at the next lower benchmark were unlikely to answer correctly. For example, a multiple-choice item anchored at the Advanced International Benchmark if at least 65 percent of students scoring at 625 answered the item correctly and fewer than 50 percent of students scoring at the High International Benchmark (550) answered correctly. Similarly, a multiple-choice item anchored at the High International Benchmark if at least 65 percent of students scoring at 550 answered the item correctly and fewer than 50 percent of students scoring at the Intermediate International Benchmark answered it correctly; and so on, for each successively lower benchmark. Since constructed-response questions nearly eliminate guessing, the criterion for the constructed-response items was simply 50 percent at the 73
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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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Chapter 4 Students’ Reading Attit
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Chapter 5 School Curriculum and Org
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246 chapter 7: school contexts area
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Appendix A Supplementary Informatio
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appendix a: overview of pirls 2006
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Appendix B Multiple Comparisons of
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Appendix D Sample Passages, Questio
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appendix d: sample passages, questi
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Questions Unbelievable Night append
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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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