Читательская грамотность. Минск: рикз, 2020. 201 с
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1-ex pisa
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- Table 2. Approximate distribution of tasks per targeted process and text availability 2015 FRAMEWORK 2018 FRAMEWORK
- Factors affecting item difficulty
| Distribution of tasks
90. Tasks are designed to assess the specific skills as were defined in the section on processes. Each task will primarily assess one process. As such, they can be thought of as individual assessment items. The approximate distribution of tasks for the 2018 reading literacy assessment are shown below in Table 2 and are contrasted with the distribution of tasks for the 2015 assessment. Table 2. Approximate distribution of tasks per targeted process and text availability 2015 FRAMEWORK 2018 FRAMEWORK SINGLE text MULTIPLE text Access and Retrieve 25% Scan and Locate 15% Search and select relevant text 10% Integrate and Interpret 50% Literal/Gist Comprehension 15% Inference Comprehension 15% Inference Comprehension 15% Reflect and Evaluate 25% Assess quality and credibility 20% Reflect on content and form Corroborate/Handle conflict 10% 91. Items will be reused from previous PISA reading literacy assessments in order to maintain trends. In order to achieve the desired representation of multiple text tasks, and because prior PISA assessments focused on single text tasks, the development of new items will mostly require the creation of tasks involving multiple texts (e.g. search, inference and corroborate/conflict). At the same time, a sufficient number of single-text items within the newly developed scenarios need to be present to ensure that future trend items cover the entire framework. Factors affecting item difficulty 92. The purpose of the PISA reading literacy assessment is to monitor and report on the reading proficiency of 15-year-olds as they approach the end of compulsory education. Each task in the assessment is designed to gather a specific piece of evidence about that proficiency by simulating a reading activity that a reader might carry out either inside or outside school, as an adolescent or as an adult. 173 93. The PISA reading literacy tasks range from very straightforward locating and comprehension activities to quite sophisticated activities requiring integrating information across multiple texts. The difficulty of any reading literacy task depends on an interaction amongst several variables. Drawing on Kirsch and Mosenthal’s work (see for example Kirsch, 2001; Kirsch & Mosenthal, 1990), the difficulty of items can be manipulated by applying knowledge of the process and text format variables. In Table 3 below we outline how the difficulty can be manipulated across the different types of tasks. жүктеу/скачать 3,64 Mb. Достарыңызбен бөлісу:
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