PIRLS 2011 Assessment Framework - Proj AVI

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Like PIRLS, prePIRLS will report student achievement onan overall reading literacy scale and separate achievement scalesfor the literary and informational reading purposes. The readingcomprehension process scales, however, differ from PIRLS due tothe greater emphasis on the process of focusing on and retrievingexplicitly stated information in the prePIRLS items. More specifically,the two scales for the processes of comprehension will be:• retrieving explicitly stated information• inferencing, interpreting, and evaluating.4Following the design that has proven effective in previous cyclesof PIRLS, prePIRLS also uses a matrix sampling technique for theadministration of the assessment. PrePIRLS is comprised of sixblocks of reading passages and their accompanying items, for atotal of four hours of testing time (see Figure 5). Because prePIRLSis newly developed for 2011, all of these test blocks will be new andfour of the test blocks will be kept secure to measure trends in futureassessment cycles.Figure 5prePIRLS 2011 Matrix Sampling BlocksPurpose for ReadingBlockLiterary Experience L1 L2 L3Acquire and Use Information I1 I2 I3These six test blocks are distributed across nine student booklets,with each block appearing in three booklets to enable linking betweenthe various blocks (see Figure 6). As in PIRLS, each booklet contains4 Retrieving explicitly stated information uses items from the Focus on and retrieve explicitlystated material comprehension process. Inferencing, interpreting, and evaluating is based onitems from the Make straightforward inferences, Interpret and integrate ideas and information,and Examine and evaluate content, language, and textual elements processes.70 | Chapter 4
Figure 6prePIRLS 2011 Student Booklet DesignBooklet Part 1 Part 2123456789L1L2L3I1I2I3L1I2I3L2L3I1I2I3L1I1L2L3two 40-minute test blocks, for a total of 80 minutes of testing timeper student followed by 15-30 minutes for a student questionnaire.Like PIRLS, prePIRLS strives to replicate an authentic readingexperience with materials that are engaging and familiar to studentsparticipating in prePIRLS. However, it is sometimes necessary toadapt texts to ensure that the subject matter is age-appropriate,while keeping the reading load reasonable for prePIRLS students.Passages selected for prePIRLS are generally no longer than 400words in length to ensure that students have ample time to read thepassage and respond to the accompanying items. As an additionalstep to help students locate information within the text, items areinterspersed throughout the passage. When possible, items thatrequire students to focus on a particular page of text are placed onthe facing page, so that students can view both the items and therelevant text simultaneously. This distribution of items also helps toAssessment Design and Specifications | 71
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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
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 and 34: Interpret and Integrate Ideas and I
Page 35: Reading tasks that may exemplify th
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: approximately seven multiple-choice
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 104 and 105: specifically acknowledge some of th
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
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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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