Читательская грамотность. Минск: рикз, 2020. 201 с
ASSESSING READING LITERACY
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1-ex pisa
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ASSESSING READING LITERACY 83. The previous section outlined the conceptual framework for reading literacy. The concepts in the framework must in turn be represented in tasks and questions in order to collect evidence of students’ proficiencies in reading literacy. 84. In this section, we consider the use of scenarios, factors affecting item difficulty, dimensions ensuring coverage and some of the other major issues in constructing and operationalising the assessment. Scenarios 85. Reading is a purposeful act that occurs within the context of particular reader goals. In many traditional reading assessments, test takers are presented with a series of unrelated passages on a range of general topics. Students answer a set of discrete items on each passage and then move on to the next unrelated passage. In this traditional design, students are effectively expected to “forget” what they read previously when answering questions on later passages. Consequently, there is no overarching purpose for reading other than to answer discrete questions (Rupp et al., 2006). In contrast to this approach, a scenario-based assessment approach can influence the ways in which students use the texts in order to assess specific processes (e.g. Sabatini et al., 2014, 2015). 86. The PISA 2018 assessment will include scenarios in which students are provided an overarching purpose for reading a collection of thematically related texts in order to complete a higher-level task (e.g. respond to some larger integrative question, write a recommendation based on a set of texts), along with traditional PISA reading units. The reading purpose sets up a collection of goals, or criteria, that students use to search for information, evaluate sources, read for comprehension and/or integrate across texts. The collection of sources can be diverse and may include a selection from literature, textbooks, e-mails, blogs, websites, policy documents, primary historical documents and so forth. Although the prompts and tasks that will evolve from this framework may not grant student test-takers freedom to choose their own purposes for reading and the texts related to those individual purposes, the goal of this assessment is to offer test-takers some freedom in choosing certain textual sources and paths after attending to initial prompts. In this way, within the constraints of a large-scale assessment, goal-driven reading can be assessed. Tasks 87. Each scenario is made up of one or more tasks. For each task, students may be asked questions about the texts ranging from traditional comprehension items (locate information, perform an inference) to more complex tasks such as the synthesis and integration of multiple texts, evaluating web search results or corroborating information across multiple texts. Each task is designed to assess one or more processes identified in the framework. Tasks in a scenario can be sequenced starting with less difficult to more complex to provide information about different student abilities. For instance, a student might encounter an initial task in which the student must locate a particular document based on a search result. As a second task, the student might have to answer a question about information that is specifically stated in the text. As a third task, the student might need to determine if the author’s point of view in the first text is the same as a second text. In each case, these tasks can be scaffolded so that if a student fails to find the correct document in the first task, the student is then provided with the correct document in order to complete the second task. In this way, complex multipart scenarios do not become an “all or none activity”, but rather a way to help triangulate the level of different student skills within the context of realistic tasks. Thus, scenarios can be thought of as corresponding to units and tasks as items within units from previous PISA reading literacy assessments. 172 88. A scenario-based assessment mimics the way an individual interacts and uses literacy source material in a more authentic way than in traditional, decontextualised assessments. It presents students with realistic problems and issues to solve, and it involves the use of both basic and higher- level reading and reasoning skills (O’Reilly & Sabatini, 2013). 89. Scenarios make use of the affordances of computer-based assessments, such as the possibility of introducing stimulus material in a paced sequence, providing feedback to students and delivering items in a lockstep fashion, in order to provide scaffolding and manipulate difficulty. Scenarios represent a natural extension of the traditional, unit-based approach in PISA. A scenario-based approach was used in the PISA 2012 assessment of problem solving and the PISA 2015 assessment of collaborative problem solving. Tasks 2-4 in Appendix B illustrate a sample scenario with multiple items. жүктеу/скачать 3,64 Mb. Достарыңызбен бөлісу:
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