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Table 4. An overview of reading proficiency levels as they were described in the PISA 2012
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Table 4. An overview of reading proficiency levels as they were described in the PISA 2012 study Level What Students Can Do 6 698 1.1% Readers at level 6 typically can make multiple inferences, comparisons and contrasts that are both detailed and precise. They demonstrate a full and detailed understanding of one or more texts and may integrate information from more than one text. Tasks may require the reader to deal with unfamiliar ideas, in the presence of prominent competing information, and to generate abstract categories for interpretations. Students can hypothesise about or critically evaluate a complex text on an unfamiliar topic, taking into account multiple criteria or perspectives, and applying sophisticated understandings from beyond the text. A salient condition for access and retrieve tasks at this level is precision of analysis and fine attention to detail that is inconspicuous in the texts. 5 626 8.4% At level 5, readers can locate and organise several pieces of deeply embedded information, inferring which information in the text is relevant. Reflective tasks require critical evaluation or hypothesis, drawing on specialised knowledge. Both interpretative and reflective tasks require a full and detailed understanding of a text whose content or form is unfamiliar. For all aspects of reading, tasks at this level typically involve dealing with concepts that are contrary to expectations. 4 553 29.5% At level 4, readers can locate and organise several pieces of embedded information. They can also interpret the meaning of nuances of language in a section of text by taking into account the text as a whole. In other interpretative tasks, students demonstrate understanding and application of categories in an unfamiliar context. In addition, students at this level can use formal or public knowledge to hypothesise about or critically evaluate a text. Readers must demonstrate an accurate understanding of long or complex texts whose content or form may be unfamiliar. 3 480 58.6% Readers at level 3 can locate, and in some cases recognise the relationship between, several pieces of information that must meet multiple conditions. They can also integrate several parts of a text in order to identify a main idea, understand a relationship or construe the meaning of a word or phrase. They need to take into account many features in comparing, contrasting or categorising. Often the required information is not prominent or there is much competing information; or there are other text obstacles, such as ideas that are contrary to expectation or negatively worded. Reflective tasks at this level may require connections, comparisons, and explanations, or they may require the reader to evaluate a feature of the text. Some reflective tasks require readers to demonstrate a fine understanding of the text in relation to familiar, everyday knowledge. Other tasks do not require detailed text comprehension but require the reader to draw on less common knowledge. 2 407 Readers at level 2 can locate one or more pieces of information, which may need to be inferred and may need to meet several conditions. They can recognize the main idea in a text, understand relationships, or construe meaning within a limited part of the text when the information is not prominent 186 82.0% and the reader must make low-level inferences. Tasks at this level may involve comparisons or contrasts based on a single feature in the text. Typical reflective tasks at this level require readers to make a comparison or several connections between the text and outside knowledge, by drawing on personal experience and attitudes. 1a 335 94.3% Readers at level 1a can locate one or more independent pieces of explicitly stated information; they can recognise the main theme or author’s purpose in a text about a familiar topic, or to make a simple connection between information in the text and common, everyday knowledge. Typically the required information in the text is prominent and there is little, if any, competing information. The student is explicitly directed to consider relevant factors in the task and in the text. 1b 262 98.7% Readers at level 1b can locate a single piece of explicitly stated information in a prominent position in a short, syntactically simple text with a familiar context and text type, such as a narrative or a simple list. Texts in level 1b tasks typically provide support to the reader, such as repetition of information, pictures or familiar symbols. There is minimal competing information. Level 1b readers can interpret texts by making simple connections between adjacent pieces of information. 130. Given that the top of the reading literacy scale currently has no bounds, there is arguably some uncertainty about the upper limits of proficiency of extremely high performing students. However such students are likely to be capable of performing tasks characterised by the highest level of proficiency. For students who are at the bottom end of the reading literacy scale, there is a greater issue. Although it is possible to measure the reading proficiency of students performing below Level 1, at this stage their proficiency cannot be described. The independent measure of reading ease and efficiency, however, may provide additional information about those students performing below Level 1. In developing new material for PISA 2018, an effort should be made to design items that measure reading skills and understandings located at or below the current Level 1. |