PIRLS 2011 Assessment Framework - Proj AVI

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Examine and Evaluate Content, Language, and Textual ElementsAs readers examine and evaluate the content, language, and elementsof the text, the focus shifts from constructing meaning to criticallyconsidering the text itself. In terms of content, readers draw on theirinterpretations and weigh their understanding of the text againsttheir understanding of the world—rejecting, accepting, or remainingneutral to the text’s representation. For example, the reader maycounter or confirm claims made in the text or make comparisonswith ideas and information found in other sources.In reflecting on text elements, such as structure and language,readers examine how meaning is presented. In doing so, they drawupon their knowledge of text genre and structure, as well as theirunderstanding of language conventions. They may also reflect on theauthor’s devices for conveying meaning and judge their adequacy,and question the author’s purpose, perspective, or skill.The reader engaged in this process is standing apart from thetext and examining or evaluating it. The text content, or meaning,may be examined from a very personal perspective or with a criticaland objective view. Here the reader relies on knowledge about theworld or on past reading.In examining and evaluating elements of text structure andlanguage, readers draw upon their knowledge of language usage andgeneral or genre-specific features of texts. The text is considered asa way to convey ideas, feelings, and information. Readers may findweaknesses in how the text was written or recognize the successfuluse of the author’s craft. The extent of past reading experience andfamiliarity with the language are essential to this process.28 | Chapter 2
Reading tasks that may exemplify this type of text processinginclude the following:• evaluating the likelihood that the events described couldreally happen• describing how the author devised a surprise ending• judging the completeness or clarity of information inthe text• determining an author’s perspective on the central topic.<strong>PIRLS</strong> Reading Purposes and Processes of Reading Comprehension | 29
Page 1: PIRLS 2011 AssessmentFrameworkIna V
Page 4 and 5: PIRLS 2011 Assessment Frameworkby I
Page 7 and 8: ForewordCentral to a nation’s pur
Page 9: number of people. I would like to e
Page 13 and 14: Chapter 1Overview of IEA’s PIRLS
Page 15 and 16: prePIRLSPIRLS 2011 has been extende
Page 17 and 18: the assessment (Campbell, Kelly, Mu
Page 19 and 20: communities outside of school as st
Page 21 and 22: A substantial proportion of the que
Page 23: PIRLS Reading Purposesand Processes
Page 26 and 27: each purpose. Although the assessme
Page 28 and 29: character, or there may be several
Page 31 and 32: information requires that the reade
Page 33: Interpret and Integrate Ideas and I
Page 40 and 41: likely influence home environments
Page 42 and 43: and the mechanisms it can establish
Page 44 and 45: instruction in their first year, du
Page 46 and 47: home characteristics can create a c
Page 48 and 49: need to reach out to inform, encour
Page 50 and 51: As an instructional leader, the sch
Page 52 and 53: 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,
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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
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Weaver, C.A., & Kintsch, W. (1996).
Page 96 and 97:
Hameedy, M.A. (2004, May). Bilingua
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Netten, A., Verhoeven, L., & Droop,
Page 101:
Appendix AAcknowledgements
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specifically acknowledge some of th
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PIRLS 2011 Questionnaire Developmen
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CanadaPierre BrochuCouncil of Minis
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LuxembourgPierre RedingMinistère d
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Appendix BSample PIRLS Passages,Que
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Anina could not believe her eyes as
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She could hardly believe what happe
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QuestionsAn Unbelievable Night****C
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***Correct answersAmple PIRLS Passa
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Scoring Guides for Constructed-resp
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Unbelievable Night, Item 11You lear
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122 | Appendix B
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Follow an Ant TrailAnts live togeth
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Make a WormeryWorms are hard to stu
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QuestionsSearching For Food***Corre
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**Correct answer130 | Appendix B
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132 | Appendix B
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Scoring Guides for Constructed-resp
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Searching for Food, Item 11Number t
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Appendix CSample prePIRLS Passage,Q
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1. Where was Charlie at the beginni
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3. Write two things that Charlie di
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7. What did Charlie see a flyer for
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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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