Validation of the International Reading Literacy Test

2007 ◽  
Vol 10 (1) ◽  
pp. 1-23
Author(s):  
Mieke van Diepen ◽  
Ludo Verhoeven ◽  
Cor Aarnoutse ◽  
Anna M.T. Bosman
Keyword(s):  
Educational Achievement ◽  
International Association ◽  
Field Testing ◽  
Text Structure ◽  
Assessment Instrument ◽  
Reading Literacy ◽  
Sentence Structure ◽  
Dutch Version ◽  
Test Items ◽  
Literacy Test

In 2001, the International Association for the Evaluation of Educational Achievement (IEA) conducted a comparative study of reading literacy (PIRLS 2001). A reading comprehension assessment instrument was developed and translated into the languages of 35 participating countries for this purpose. After field testing of the instrument, the final version of the Reading Literacy Test (RLT) was established. In two studies, the validity of the Dutch version of the RLT was examined. In the first study, comparison of the linguistic characteristics of the Dutch and English versions of the test showed the Dutch passages and items to contain both a greater number of words and longer words than the English passages and items. However, the use of more and longer words did not produce a higher level of complexity with respect to content, sentence structure, text structure, or test items as judged by a panel of bilingual experts. While the Dutch children had to read more and longer words than the English children, moreover, they had no problems finishing the test within the allocated amount of time. In the second study, the possible impact of the changes made after the field testing of the RLT was examined. The omission of passages and the modification or omission of test items were found to have no consequences for the psychometric properties of the Dutch version of the test were examined.

Current Approaches to the Development of Learning and Improving Reading Attractiveness for the Readers of Different Levels

2021 ◽  
pp. 57-68
Keyword(s):  
Educational Achievement ◽  
International Association ◽  
Reading Literacy ◽  
Research Focus ◽  
Functional Literacy ◽  
Study Progress ◽  
Definition Of ◽  
Different Levels

The chapter covers the notions of illiteracy, literacy, and their development to the current moment. The authors present the notion of functional literacy specified by the UNESCO experts. A more detailed definition of functional literacy is to be found in the study Progress in International Reading Literacy Study (PIRLS). It is possible to perceive the reader's literacy based on age or different planes. The chapter contains information about research focused on the age: PIRLS handled by IEA (International Association for the Evaluation of Educational Achievement) and the PISA research organized by The Organisation for Economic Co-operation and Development (OECD). Both kinds of research focus on the reader's literacy and their authors provide their own definitions that differ based on age. There are various different approaches to increase the attractiveness of reading. The authors introduce at least some of them as an inspiration. One part is dedicated to the development of reader literacy in individuals with dyslexia.

scholarly journals Similarity of TIMSS Math and Science Achievement of Nations

2001 ◽  
Vol 9 ◽  
pp. 33 ◽  
Author(s):  
Algirdas Zabulionis
Keyword(s):  
Science Achievement ◽  
Educational Achievement ◽  
International Association ◽  
Massive Data ◽  
Science Study ◽  
Data Set ◽  
Test Items ◽  
Massive Data Set ◽  
Math And Science ◽  
Mathematics And Science

In 1991-97, the International Association for the Evaluation of Educational Achievement (IEA) undertook a Third International Mathematics and Science Study (TIMSS) in which data about the mathematics and science achievement of the thirteen year-old students in more than 40 countries were collected. These data provided the opportunity to search for patterns of students' answers to the test items: which group of items was relatively more difficult (or more easy) for the students from a particular country (or group of countries). Using this massive data set an attempt was made to measure the similarities among country profiles of how students responded to the test items.

Pengukuran Keterampilan Pemecahan Masalah Siswa SMA Kelas X di Kabupaten Klaten

2018 ◽  
pp. 66
Author(s):  
Siti Muawanah
Keyword(s):  
Problem Solving ◽  
Standardized Test ◽  
Field Testing ◽  
Assessment Instrument ◽  
Low Grade ◽  
High Grade ◽  
Main Field ◽  
Problem Solving Skills ◽  
Test Items ◽  
Measure Problem

Abstrak Penelitian ini bertujuan untuk (1) mengetahui kelayakan instrumen penilaian yang dikembangkan sesuai dengan spesifikasi standar tes; (2) mengetahui kemampuan instrumen penilaian yang dikembangkan dalam mengukur kemampuan pemecahan masalah. Penelitian ini merupakan R&D dengan mengadaptasi model Borg and Gall yang dimodifikasi menjadi sembilan bagian, yaitu pengumpulan informasi, perencanaan produk, pengembangan draf  produk, uji coba lapangan awal, dan revisi I, uji coba lapangan, revisi II, uji pelaksanaan lapangan, dan diseminasi. Analisis data menggunakan program Quest. Hasil penelitian adalah (1) instrumen penilaian layak sesuai dengan spesifikasi standar tes; (2) instrumen penilaian yang dikembangkan dapat digunakan untuk mengukur kemampuan pemecahan masalah dengan hasil siswa dengan kemampuan pemecahan masalah sangat tinggi yaitu 8,25 %; siswa dengan kemampuan pemecahan masalah tinggi sebesar 65,97 %; siswa dengan kemampuan pemecahan masalah sedang sebesar 17,53%; siswa dengan kemampuan pemecahan masalah rendah sebesar 8,25% yang dilakukan pada 3 SMA di kabupaten Klaten. Kata kunci: penilaian,  pengukuran, pemecahan masalah   MEASURING  PROBLEM SOLVING SKILL OF  SENIOR HIGH SCHOOL STUDENT’S GRADE X IN KLATEN Abstract This study aims to investigate: (1) the appropriateness of assessment instrument to measure students problem solving skill according to the standardized test, (2) the capability of assessment instrument for measuring student’s problem solving skills.This study is research and development that adapted  Borg & Gall models modified into nine steps: collecting information, planning product, developing product, preliminary field testing, main field revision, main field testing, operational product revision, operational field testing, and dissemination. The result of the study are (1) essay test items that are valid to measure problem solving skills according to the standardized test; (2) the items are used to measure problem solving skills at 3 schools in Klaten District. The result of capability instrument to measure problem solving skills from 97 students indicated; very high grade 8,25%;  high grade 65,97; medium grade 17,53%; and low grade 8,25%. Keywords: assessment, measuring, problem solving skill

scholarly journals Pisa et la lecture: un point de vue de didacticien

2003 ◽  
Vol 25 (1) ◽  
pp. 59-78
Author(s):  
Daniel Bain
Keyword(s):  
Educational Achievement ◽  
International Association ◽  
Reading Literacy ◽  
Effets Secondaires ◽  
De Se ◽  
Langue Maternelle

Indépendamment des intentions des responsables PISA, il est important de se demander quelle est la validité – et donc l’intérêt – d’une telle opération du point de vue de la didactique. Laissant à d’autres le soin de défendre les aspects positifs de cette enquête, nous nous attacherons surtout à mettre en évidence ses limites sur le plan didactique, voire les obstacles que ce type d’investigation risque de susciter par rapport à certains efforts d’innovation actuels dans l’enseignement de la lecture. Nous nous demanderons en conclusion quels sont les effets secondaires de l’enquête et si le jeu en vaut la chandelle. Nos analyses, réflexions et interrogations s’appuieront essentiellement sur nos expériences en didactique du français langue maternelle, en collaboration avec des enseignants du Cycle d’orientation genevois (Secondaire I), ainsi que sur notre participation à deux enquêtes internationales (IEA, International Association for the Evaluation of Educational Achievement, Reading literacy, 1991; TIMSS, Third International Mathematics and Sciences Study, 1995).

scholarly journals PARENTS’ IMPACT ON STUDENTS’ READING ACHIEVEMENT

2020 ◽  
Vol 3 ◽  
pp. 656
Author(s):  
Andrejs Geske ◽  
Antra Ozola
Keyword(s):  
Reading Achievement ◽  
Educational Achievement ◽  
International Association ◽  
Linear Regression Analysis ◽  
Research Problem ◽  
Preschool Age ◽  
Reading Literacy ◽  
The Impact ◽  
Parents Education ◽  
Reading Promotion

Scientific studies have proved that a family has a high impact on the students’ academic achievement, including their reading literacy. This paper focuses on the parents’ undertaken activities for promoting the development of child’s reading literacy at the preschool age (reading together, singing, discussing the read text with a child, playing together, etc.) to explore the impact of these activities upon the reading literacy achievement of students in Grade 4. The research problem addresses the following questions: whether and to what extent the parents’ undertaken activities for promoting the development of child’s reading literacy at the preschool age have an impact on students’ reading skills at the end of their fourth school year.The analysis is based on the research results from students’ tests, students’ and parents’ questionnaires of the Progress in International Reading Literacy Study (PIRLS) 2016, organised by the International Association for Evaluation of Educational Achievement (IEA). The impact of parents’ activities carried out together with their preschool aged children was studied performing a linear regression analysis along with a frequency and correlation analysis.A higher reading achievement was demonstrated by those fourth graders whose parents were actively involved in reading promotion activities. Although one determining activity could not be stated, reading together and storytelling were found to be significant. Parents’ education correlated positively with the frequency of their undertaken reading promotion activities; thus, the parents’ education was approved to have a multifaceted impact on a child’s reading achievement. 

Reading literacy: on the problem of measuring language ability

2021 ◽  
pp. 165-168
Author(s):  
Atirkul E. Agmanova ◽  
Alyona A. Rubas
Keyword(s):  
Education System ◽  
Academic Discourse ◽  
Language Ability ◽  
School Education ◽  
Reading Literacy ◽  
Functional Literacy ◽  
Test Items ◽  
Implementation Of The Strategy

We discuss the problems of measuring the results of reading literacy in the context of the Kazakh academic discourse. Possible formulations of test items are analyzed, aimed at checking the implementation of the strategy for the development of functional literacy. The problem under consideration is very relevant in the context of the modernization of the school education system in Kazakhstan.

The Old and New Face of Civic Education: Expert, Teacher, and Student Views

2003 ◽  
Vol 2 (3) ◽  
pp. 446-454 ◽  
Author(s):  
Heinrich Mintrop
Keyword(s):  
Social Movements ◽  
Critical Thinking ◽  
Civic Education ◽  
Community Organizing ◽  
Educational Achievement ◽  
International Association ◽  
Political Activity ◽  
Expert Teacher ◽  
The Social ◽  
Teachers And Students

Using the representative database of the Second International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study, this article takes a look at civic education through the lens of expert scholars, teachers, and students. The data reveals that, as some of the experts reported, political interest is not pervasive among students and classrooms are not places where a culture of debate, controversy, and critical thinking flourishes for students. But things have changed if civic education was primarily an imparting of facts about national history and the workings of the political system. As for teachers, now the discourse of rights and the social movements associated with it top the list of curricular concerns. Large majorities of teachers share with national scholars a conceptualization of civic education as critical thinking and value education, repudiating knowledge transformation as ideal, and they recognize the wide gulf that exists between these ideals and reality. As for many students, political disinterest notwithstanding, forms of participation born out of social movements and community organizing are the preferred channels of political activity. And yet, it seems the experts have a point: the field is not where it should be.

Sex Differences in Educational Attainment: A Cross-National Perspective

1979 ◽  
Vol 49 (4) ◽  
pp. 477-503 ◽  
Author(s):  
Jeremy Finn ◽  
Loretta Dulberg ◽  
Janet Reis
Keyword(s):  
Sex Differences ◽  
United Nations ◽  
Educational Attainment ◽  
Educational System ◽  
Educational Achievement ◽  
International Association ◽  
Social Council ◽  
The World ◽  
National Perspective ◽  
Cross National

Throughout the world, schools perpetuate the sexual inequalities of their cultural and economic environments. Jeremy Finn, Loretta Dulberg, and Janet Reis review crossnational studies of educational attainment, such as those sponsored by the International Association for the Evaluation of Educational Achievement and the United Nations Economic and Social Council, and conclude that, regardless of the type of educational system or extent of opportunity, women are universally disadvantaged educationally.

The Dutch Version of the Nottingham Health Profile: Investigations of Psychometric Aspects

1993 ◽  
Vol 72 (3) ◽  
pp. 1027-1035 ◽  
Author(s):  
Rudolph A. M. Erdman ◽  
Jan Passchier ◽  
Marleen Kooijman ◽  
Dick L. Stronks
Keyword(s):  
Discriminant Validity ◽  
Nottingham Health Profile ◽  
Reliability And Validity ◽  
Young Male ◽  
Field Testing ◽  
Testing Procedure ◽  
Point Of View ◽  
Health Profile ◽  
Dutch Version ◽  
Medical Group Practice

Data on the adaptation, reliability, and validity of the Dutch version of the Nottingham Health Profile are discussed. The linguistic adaptation of the English version into Dutch is described, followed by the field-testing procedure and the analyses of data from 276 selected subjects from an average general medical group practice in a village nearby Rotterdam. The internal consistency, Cronbach alphas, of the subscales varied from .70 to .85. Test-retest measures for 51 patients with cardiac problems gave Spearman correlations from .69 to .92, while the interscale relationships yielded six relatively independent areas of discomfort and stress. By means of logistic regression analysis on differences between old versus young, male versus female, and healthy versus ill individuals, discriminant validity was satisfactory. Findings suggest that the psychometric aspects of the Dutch version, also seen from a cross-cultural point of view, are sufficient. Nevertheless, further research on reliability and validity of the Dutch version is required to establish its usefulness with different patient groups.

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