PIRLS 2011 Assessment Framework - Proj AVI

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ensure that students can provide answers to some questions, even ifthey do not complete the entire passage.The prePIRLS items use multiple-choice and constructedresponseformats, as in PIRLS, though constructed-response itemsare worth only one or two points. However, there is a slightlyhigher percentage of constructed-response items in the prePIRLSassessment, comprising up to 60 percent of the total score points.This decision was made because constructed-response items thatrequire a very short response are often easier for early readers dueto the lighter reading load, as compared with multiple-choice itemsthat require students to read and evaluate response four options. Inaddition, multiple-choice items may lose some of their effectivenessin passages as short as those used in prePIRLS, as there are fewerplausible distracters that can be drawn from the text.Background QuestionnairesAn important purpose of PIRLS and prePIRLS is to study thecommunity, home, and school factors associated with children’sreading literacy by the fourth grade. To that end, PIRLS andprePIRLS 2011 will administer questionnaires to students, theirparents, their teachers, and the principals of their schools. Thequestions are designed to measure key aspects of students’ homeand school environments. PIRLS and prePIRLS 2011 also will requestthe National Research Coordinators to complete a curriculumquestionnaires for their countries.Student QuestionnaireA questionnaire will be completed by each student who participatesin the PIRLS reading assessment. It asks about aspects of students’home and school lives, including demographic information, homeenvironment, school climate for learning, out-of-school readingbehaviors, and attitudes toward reading. The student questionnairerequires 15–30 minutes to complete.72 | Chapter 4
Learning to Read Survey (Home Questionnaire)This short questionnaire is addressed to the parents or primarycaregivers of each student taking part in the PIRLS 2011 datacollection. It asks about language spoken in the home, preschoolexperiences, homework activities, home-school involvement,books in the home, and parents’ education and involvement. Also,it collects information on early literacy and numeracy activities,reading and quantitative readiness, parents’ reading activities andattitudes toward reading. Together with information collected fromthe students, parents’ responses will provide a more complete pictureof an important context for learning to read. This questionnaire isdesigned to take 10–15 minutes to complete.Teacher QuestionnaireThe reading teacher of each fourth-grade class in PIRLS 2011 will beasked to complete this questionnaire, which is designed to gatherinformation about teacher characteristics and classroom contextsfor developing reading literacy. The questionnaire asks teachersabout their background and education, the school climate forlearning, attitudes toward teaching, classroom characteristics, andstudent engagement. It also asks about reading instructional time,approaches, activities, and materials; computer and library resources;homework; and preparation to teach reading. This questionnairerequires about 30 minutes of the teacher’s time.School QuestionnaireThe principal of each school in PIRLS 2011 will be asked to respond tothis questionnaire. It asks about school characteristics, instructionaltime, resources and technology, parental involvement, school climatefor learning, teaching staff, the role of the principal, and students’reading readiness. It is designed to take about 30 minutes.Assessment Design and Specifications | 73
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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
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 and 76: approximately seven multiple-choice
Page 77: Figure 6prePIRLS 2011 Student Bookl
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
Page 126 and 127: 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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