Читательская грамотность. Минск: рикз, 2020. 201 с
REPORTING PROFICIENCY IN READING
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REPORTING PROFICIENCY IN READING Reporting scales 120. PISA reports students’ results in terms of proficiency scales that are interpretable in educational policy terms. In PISA 2000, when reading was the major domain, the results of the reading literacy assessment were first summarised on a single composite reading literacy scale having a mean of 500 and a standard deviation of 100. In addition to the composite scale, student performance was also represented on five subscales: three process (aspect) subscales (retrieving information, interpreting texts, and reflection and evaluation) and two text format subscales (continuous and non-continuous) (OECD, 2002). These five subscales made it possible to compare mean scores and distributions among subgroups and countries by various components of the reading literacy construct. Although there is a high correlation between these subscales, reporting results on each subscale revealed interesting deviations among the participating countries. Where such deviations occur, they can be examined and linked to the curriculum and teaching methodology used. In some countries, the important question may be how to teach the current curriculum better. In others, the question may be not only how to teach but also what to teach. In PISA 2009, reading was again the major domain. A reporting scheme including subscales as well as a composite scale was used. 121. In both PISA 2003 and 2006, and 2012 when reading was a minor domain, and fewer reading items were administered to participating students, a single reading literacy trend scale was reported based upon the overall composite scale (OECD, 2004, 2007, 2014). In 2018 reading is the major domain, and reporting on subscales is again possible. 122. For PISA 2018, the reporting subscales will be (see also Table 1): a) Locate information, which is composed of tasks that require students to search and select relevant texts, and access relevant information within texts. b) Understand, which is composed of tasks that require students to represent the explicit meaning of texts as well as integrate information and generate inferences. c) Evaluate and reflect, which is composed of tasks that require the student to assess the quality and credibility of information, reflect on the content and form of a text and detect and handle conflict within and across texts. 123. As described above, a separate subscore for reading fluency can also be provided as a measure of students’ ease and efficiency of reading. This subscore will not be reported on the PISA scale, but can be used to help interpreting student’s performance. жүктеу/скачать 3,64 Mb. Достарыңызбен бөлісу:
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