PIRLS 2011 Assessment Framework - Proj AVI

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specifically acknowledge some of those persons who had particularresponsibility and involvement in developing and producing thePIRLS 2011 Assessment Framework.PIRLS 2011 Framework Development at the TIMSS & PIRLSInternational Study Center at Boston CollegeIna V.S. Mullis, Executive Director, TIMSS & PIRLSMichael O. Martin, Executive Director, TIMSS & PIRLSAnn M. Kennedy, PIRLS Study CoordinatorKathleen L. Trong, prePIRLS Study CoordinatorMarian Sainsbury, National Foundation for Educational Research(NFER), England, PIRLS Reading CoordinatorElizabeth Catron, PIRLS Research AssistantPIRLS 2011 Framework Development at the InternationalAssociation for the Evaluation of EducationalAchievement (IEA)The IEA provides overall support in coordinating PIRLS. TheSecretariat, located in Amsterdam, has particular responsibilityfor membership, translation verification, and hiring the qualitycontrol monitors. The Data Processing and Research Center, locatedin Hamburg, is responsible for the accuracy and consistency ofthe PIRLS database within and across countries. The followingpersons participated in the reviews of the PIRLS 2011 AssessmentFramework.Hans Wagemaker, Executive Director, IEABarbara Malak, Director, IEA Membership RelationsJulianne BarthOliver Neuschmidt, Co-Managers, TIMSS & PIRLS Data Processing98 | appendix A
PIRLS 2011 Reading Development GroupThe PIRLS Reading Development Group is a panel of internationallyrecognized experts in reading research, instruction, and assessment.The Reading Development Group is responsible for providing expertadvice about the development of the PIRLS 2011 reading assessment,beginning with updating the assessment framework and then testdevelopment for PIRLS and prePIRLS.Isa Al-NasheetHead of Cultural RelationsMinistry of EducationBahrainJan MejdingSchool of EducationUniversity of AarhusDenmarkSue HornerCurriculum DivisionQualifications and CurriculumAuthorityEnglandElinor Saiegh-HaddadEnglish Literature andLinguistics DepartmentBar-Ilan UniversityIsraelPierre RedingMinistere de l’EducationNationaleLuxembourgGalina ZuckermanPsychological InstituteRussian Academy of EducationRussian FederationElizabeth PangCurriculum Planning& Development DivisionMinistry of EducationSingaporeCaroline LibergDepartment of CurriculumStudiesUppsala UniversitySwedenElois ScottUnited StatesMohamed Al-MekhlafyCollege of EducationUnited Arab EmiratesUniversityYemenAcknowledgements | 99
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PIRLS 2011 AssessmentFrameworkIna V
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PIRLS 2011 Assessment Frameworkby I
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ForewordCentral to a nation’s pur
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number of people. I would like to e
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Chapter 1Overview of IEA’s PIRLS
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prePIRLSPIRLS 2011 has been extende
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the assessment (Campbell, Kelly, Mu
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communities outside of school as st
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A substantial proportion of the que
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PIRLS Reading Purposesand Processes
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each purpose. Although the assessme
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character, or there may be several
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information requires that the reade
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Interpret and Integrate Ideas and I
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Reading tasks that may exemplify th
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likely influence home environments
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and the mechanisms it can establish
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instruction in their first year, du
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home characteristics can create a c
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need to reach out to inform, encour
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As an instructional leader, the sch
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Parental InvolvementThe success of
Page 54 and 55: effective teachers continue to acqu
Page 56 and 57: Instructional Materials and Technol
Page 58 and 59: of the two. The amount of homework
Page 60: to participate in such activities.
Page 65 and 66: Chapter 4Assessment Design and Spec
Page 67 and 68: prePIRLS assessment consists of six
Page 69 and 70: In PIRLS 2011, similar to PIRLS 200
Page 71 and 72: Figure 4PIRLS 2011 Student Booklet
Page 73 and 74: Each multiple‐choice question is
Page 75 and 76: approximately seven multiple-choice
Page 77 and 78: Figure 6prePIRLS 2011 Student Bookl
Page 79 and 80: Learning to Read Survey (Home Quest
Page 81: References
Page 84 and 85: Baker, L., Dreher, J.J., & Guthrie,
Page 86 and 87: Ehri, L. (1995). The emergence of w
Page 88 and 89: Kamil, M.L., Intrator, S.M., & Kim,
Page 90 and 91: Miller, S. D., & Faircloth, B. S. (
Page 92 and 93: Scarborough, H.S. (2001). Connectin
Page 94 and 95: Weaver, C.A., & Kintsch, W. (1996).
Page 96 and 97: Hameedy, M.A. (2004, May). Bilingua
Page 98 and 99: Netten, A., Verhoeven, L., & Droop,
Page 101: Appendix AAcknowledgements
Page 106 and 107: PIRLS 2011 Questionnaire Developmen
Page 108 and 109: CanadaPierre BrochuCouncil of Minis
Page 110 and 111: LuxembourgPierre RedingMinistère d
Page 113 and 114: Appendix BSample PIRLS Passages,Que
Page 115 and 116: Anina could not believe her eyes as
Page 117 and 118: She could hardly believe what happe
Page 119 and 120: QuestionsAn Unbelievable Night****C
Page 121: ***Correct answersAmple PIRLS Passa
Page 124 and 125: Scoring Guides for Constructed-resp
Page 126 and 127: Unbelievable Night, Item 11You lear
Page 128 and 129: 122 | Appendix B
Page 130 and 131: Follow an Ant TrailAnts live togeth
Page 132 and 133: Make a WormeryWorms are hard to stu
Page 134 and 135: QuestionsSearching For Food***Corre
Page 136 and 137: **Correct answer130 | Appendix B
Page 138 and 139: 132 | Appendix B
Page 140 and 141: Scoring Guides for Constructed-resp
Page 142 and 143: Searching for Food, Item 11Number t
Page 145 and 146: Appendix CSample prePIRLS Passage,Q
Page 147 and 148: 1. Where was Charlie at the beginni
Page 149 and 150: 3. Write two things that Charlie di
Page 151 and 152: 7. What did Charlie see a flyer for
Page 153 and 154: 10. How can you tell that Dave’s
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15. What did Charlie keep looking f
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Charlie’s Talent, Item 5What were
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Charlie’s Talent, Item 10How can
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PIRLS 2011 Assessment Framework - Proj AVI

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