Читательская грамотность. Минск: рикз, 2020. 201 с
Factors improving the coverage of the domain
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1-ex pisa
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- Box 4. Categorisation of situations
| Factors improving the coverage of the domain
Situations 94. Scenarios can be developed across a wide range of potential situations. Situation is used to define the contexts and uses for which the author constructed the text. The manner in which the situation variable is specified is therefore about supposed audience and purpose, and is not simply based on the place where, or the purpose for which, the reading activity is carried out. 95. The framework categorises situations using a typology adapted from the Common European Framework of Reference (CEFR) developed for the Council of Europe (Council of Europe, 1996). The situations are personal, public, occupational and educational contexts and are defined in Box 4. In contrast to previous PISA reading literacy assessments, texts from the different situations may be mixed within a scenario. For example, a student may perform a set of tasks that require relating an educational text that provides historical content to personal texts that provide first person accounts of the events. Box 4. Categorisation of situations A personal situation relates to texts that are intended to satisfy an individual’s personal interests, both practical and intellectual. This category also includes texts that are intended to maintain or develop personal connections with other people. It includes personal letters, fiction, biography and informational texts that are intended to be read to satisfy curiosity, as a part of leisure or recreational activities. In the electronic medium, it includes personal e-mails, instant messages and diary-style blogs. 175 A public situation describes the reading of texts that relate to activities and concerns of the larger society . The category includes official documents as well as information about public events. In general, the texts associated with this category assume a more or less anonymous contact with others; therefore they also include message boards, news websites and public notices that are encountered both on line and in print. The content of educational situations makes use of texts designed specifically for the purpose of instruction. Printed textbooks, electronic textbooks and interactive learning software are typical examples of material generated for this kind of reading. Educational reading normally involves acquiring information as part of a larger learning task. The materials are often not chosen by the reader, but instead assigned by an instructor. Many 15-year-olds will move from school into the labour force within one to two years. A typical occupational reading situation is one that involves the accomplishment of some immediate task. It might include searching for a job, eit her in a print newspaper’s classified advertisement section or online; or following workplace directions. Texts written for these purposes, and the tasks based on them, are classified as occupational in PISA. While only some of the 15-year- olds who are assessed will currently have to read at work, it is important to include tasks based on texts that are related to work since the assessment of young people’s readiness for life beyond compulsory schooling and their ability to use their knowledge and skills to meet real-life challenges is a fundamental goal of PISA. Many texts used in classrooms are not specifically designed for classroom use. For example, a piece of literary text may typically be read by a 15-year-old in a mother-tongue language or literature class, yet the text was written (presumably) for readers’ personal enjoyment and appreciation. Given its original purpose, such a text is classified as being used in a personal situation in PISA. As Hubbard (1989) has shown, some kinds of reading usually associated with out-of-school settings for children, such as rules for clubs and records of games, often take place informally at school as well. These are classified as public situations in PISA. Conversely, textbooks are read both in schools and in homes, and the process and purpose probably differ little from one setting to another. These are classified as educational situations in PISA. 96. It should be noted that many texts can be cross-classified to different situations. In practice, for example, a text may be intended both to delight and to instruct (personal and educational); or to provide professional advice, which is also general information (occupational and public). While content is not a variable that is specifically manipulated in this study, by sampling texts across a variety of situations the intent is to maximise the diversity of content that will be included in the PISA reading literacy test. жүктеу/скачать 3,64 Mb. Достарыңызбен бөлісу:
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