PIRLS 2011 Assessment Framework - Proj AVI

It reflects the interactive, constructive view of reading—meaning isconstructed through an interaction between the reader, the text, andthe context of the reading task. This question type is used to assess anyof the four comprehension processes. However, it is particularly wellsuited for assessing aspects of comprehension that require students toprovide support or that result in interpretations depending upon students’background knowledge and experiences.In the PIRLS assessment, constructed-response questions maybe worth one, two, or three points, depending on the depth ofunderstanding or the extent of textual support the question requires.In framing these questions, it is important to provide enoughinformation to help students understand clearly the nature of theresponse expected.Each constructed-response question has an accompanyingscoring guide that describes the essential features of appropriateand complete responses. Scoring guides focus on evidence of thetype of comprehension the questions assess. They describe evidenceof partial understanding and evidence of complete or extensiveunderstanding. In addition, sample student responses at each levelof understanding provide important guidance to scoring staff.In scoring students’ responses to constructed-response questions,the focus is solely on students’ understanding of the text, not on theirability to write well. Also, scoring takes into account the possibilityof various interpretations that may be acceptable, given appropriatetextual support. Consequently, a wide range of answers and writingability may appear in the responses that receive full credit to anyone question.Score PointsIn developing the assessment, the aim is to create blocks thateach provide, on average, at least 15 score points—made up of68 | Chapter 4