11READING ACHIEVEMENT IN 1991 AND 2000 - Pisa

More documents

Recommendations

Info

11 READING ACHIEVEMENT IN 1991 AND 2000to responses from the same students to items from both tests. It was thereforedecided in Denmark to add an extra 10 th booklet to the rotation of booklets inthe PISA 2000 study enlarging the Danish sample accordingly. The 10 thbooklet contained a sample of IEA 1991 and PISA 2000 reading texts andquestions (items), and as it was added to the rotation of booklets it wasdistributed to a random, representative sample of Danish 15 –year olds.Because of the link between the two tests established from the Danish datait is now possible to expand this comparison of results to other countriesparticipating in both studies. When this is done for Nordic countries it appearsthat Finnish and Norwegian 15-year-olds read with almost the same proficiencyas did the 14-year-old students in these countries nine years earlier. InDenmark, Iceland, and Sweden, however, the 15-years-old students in 2000read at a lower level than did their 14-year-old counterparts nine years before.Unfortunately, it was decided in PISA 2000 not to include items linking tothe IEA 1991 Reading Literacy study. The above analysis would have beeneven more accurate had we had access to student responses to items from bothstudies from all countries. It also shows the value of – from time to time –conducting studies with test material with well known properties. Had a linknot been established for the Danish data there would have been no way ofestimating the relative decrease in reading ability for the older students inDenmark, Iceland and Sweden. Fortunately we will have this type of data in thenext cycle of PISA in 2003 and again in 2006. We will therefore in the futurebe better able to monitor changes in reading ability over time.ReferencesAllerup, P. (1994): Theory of Rasch Measurement; The InternationalEncyclopaedia of Education, vol. 8, Pergamon Press.Allerup, P. (1995): The IEA Study of Reading Literacy; in CurriculumAssessment Issues: Messages for Teachers, Falmer Press.Allerup, P. (1997): Statistical Analysis of Data from the IEA Reading LiteracyStudy; in: Applications of Latent Trait and Latent Class Models in the SocialSciences; Waxmann.Allerup, P. (2002): Test Equating, paper presented at: 7 thAssessment. Conference on “Test Equating”, Canberra.Roundtable onAllerup, P., Mejding, J. & Zeuner, L. (2001): Færdigheder i læsning ogmatematik – udviklingstræk omkring årtusindskiftet, Evaluering af Folkeskolenår 2000. Copenhagen: Undervisningsministeriet, Denmark.144
11 READING ACHIEVEMENT IN 1991 AND 2000Beaton, A.E., Mullis, I.V.S., Martin, M.O., Gonzales, E.J., Kelly, D.L., &Smith T.A. (1996): Mathematics Achievement in the Middle School Years.IEA’s Third International Mathematics and Science Study. Chestnut Hill, MA:Boston College.Elley, W.B. (1992): How in the world do students read? The Hague:International Association for the Evaluation of Educational Achievement.OECD PISA (2000): Measuring Student Knowledge and Skills. The PISA 2000assessment of reading, mathematical and scientific literacy. Paris: OECDPublications.OECD PISA (2001): Knowledge and skills. First results from PISA, Paris:OECD Publications.Rasch, G. (1960): Probabilistic Models for some intelligence and Attainmenttests, Copenhagen: The National Danish Institute for Educational Research.Wolf, R.M. (ed.) (1995): The IEA Reading Literacy Study: Technical Report.The Hague: International Association for the Evaluation of EducationalAchievement.145
Page 1 and 2: 11 READING ACHIEVEMENT IN 1991AND 2
Page 3 and 4: 11 READING ACHIEVEMENT IN 1991 AND
Page 11: 11 READING ACHIEVEMENT IN 1991 AND

11READING ACHIEVEMENT IN 1991 AND 2000 - Pisa

Create successful ePaper yourself

Delete template?

Save as template?