Читательская грамотность. Минск: рикз, 2020. 201 с
The continuity and change in the framework from 2000 to 2015
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1-ex pisa
| The continuity and change in the framework from 2000 to 2015
11. With the changes in the nature of reading literacy, the framework also has changed. Reading literacy was the major domain assessed in 2000 for the first PISA cycle (PISA 2000). For the fourth PISA cycle (PISA 2009), it was the first to be revisited as a major domain, requiring a full review of its framework and new development of the instruments that represent it. For the seventh PISA cycle (2018), it is again being revised. 12. The original reading literacy framework for PISA was developed for the PISA 2000 cycle (from 1998 to 2001) through a consensus building process involving reading experts selected by the participating countries to form the PISA 2000 reading expert group (REG). The definition of reading literacy evolved in part from the IEA Reading Literacy Study (1992) and the International Adult Literacy Survey (IALS, 1994, 1997 and 1998). In particular, it reflected the IALS emphasis on the importance of reading skills for active participation in society. It was also influenced by contemporary – and still current – theories of reading, which emphasise the multiple linguistic- cognitive processes involved in reading and their interactive nature (Britt, Goldman, & Rouet, 2012; Kamil, Mosenthal, Pearson, & Barr, 2000; Perfetti, 1985, 2007; Rayner & Reichle, 2010; Snow, 2002), models of discourse comprehension (Kintsch, 1998; Zwaan & Singer, 2003) and theories of performance in solving information problems (Kirsch, 2001; Kirsch & Mosenthal, 1990; Rouet, 2006). 13. Much of the substance of the PISA 2000 framework was retained in the PISA 2009 framework, respecting one of the central purposes of PISA: to collect and report trend information about performance in reading, mathematics and science. However, the PISA domain frameworks are designed to be evolving documents that will adapt to and integrate new developments in theory and practice over time. Thus, there has been an evolution, reflecting both an expansion in our understanding of the nature of reading and changes in the world. This evolution is shown in greater detail in Appendix A, which provides an overview of the primary changes in the reading framework from 2000 to 2015. 14. Changes in our concept of reading since 2000 have led to an expanded definition of reading literacy, which recognises motivational and behavioural characteristics of reading alongside cognitive characteristics. Both reading engagement and metacognition – an awareness and understanding of how one develops an understanding of text and uses reading strategies – were 155 referred to briefly at the end of the first PISA framework for readi ng under “Other issues” (OECD, 2000). In the light of recent research, reading engagement and metacognition were featured more prominently in the PISA 2009 and 2015 reading frameworks as elements that can be developed, shaped and fostered as components of reading literacy. 15. A second major modification of the framework for PISA 2009 involved the inclusion of electronic texts in recognition of the increasing role digital texts play in the literacy skills needed for individual growth and active participation in society (OECD, 2011). This modification was also specifically developed for presentation of items on a computer screen. PISA 2009 was the first large-scale international study to assess electronic reading. Due to the rapidly evolving technologies and related practices, this initiative, which is grounded in current theory and best practices from around the world, was inevitably a first step. 16. For the 2015 cycle, reading was a minor domain and continued the description and illustration of reading literacy developed for PISA 2009. However, the 2015 cycle involved important changes in the test administration procedures, some of which required adjustments in the wording of the reading framework. For example, the reading assessment in the 2015 cycle was administered primarily on computer. As a result, the “environment” and “medium” dimensions were revisited and further elaborated with the inclusion of the terms “fixed” and “dynamic”. жүктеу/скачать 3,64 Mb. Достарыңызбен бөлісу:
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