Progress in International Reading Literacy Study (PIRLS): PIRLS 2006 Technical Report

Sonst. Personen	Martin, Michael O. (Hrsg.); Mullis, Ina V. S. (Hrsg.); Kennedy, Ann M. (Hrsg.)
Institution	International Association for the Evaluation of Educational Achievement.
Titel	Progress in International Reading Literacy Study (PIRLS): PIRLS 2006 Technical Report
Quelle	(2007), (287 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-8899-3846-7
Schlagwörter	Reading Comprehension; Translation; Comparative Analysis; Grade 4; Foreign Countries; Reading Achievement; Caregivers; Quality Control; Program Effectiveness; Student Evaluation; Scoring; Guides; Questionnaires; Item Analysis; Databases; Item Response Theory; Data Collection + Suchen Sie Ihr Suchwort? Leseverstehen; School year 04; 4. Schuljahr; Schuljahr 04; Ausland; Leseleistung; Caregiver; Carer; Betreuungsperson; Pfleger; Qualitätskontrolle; Schulnote; Studentische Bewertung; Bewertung; Handbuch; Leitfaden; Fragebogen; Itemanalyse; Datenbank; Item-Response-Theorie; Data capture; Datensammlung
Abstract	The International Association for the Evaluation of Educational Achievement (IEA)'s Progress in International Reading Literacy Study (PIRLS) provides internationally comparative data about students' reading achievement in primary school (the fourth grade in most participating countries). PIRLS also provides extensive information about the home and school contexts for learning to read. PIRLS 2006 was built on PIRLS 2001, with modifications designed to provide more useful and more comprehensive information to the participating countries. Forty countries and 5 Canadian provinces participated in the 2006 PIRLS assessment. Of these, 26 countries and 2 provinces had trend data from PIRLS 2001. The PIRLS 2006 test of reading comprehension was based on 10 passages, 5 literary and 5 informational. Building on the foundation provided in PIRLS 2001, the 2006 assessment included five questionnaires (for students, parents/caregivers, teachers, principals, and each country's National Research Coordinator) to collect data about the educational contexts for learning to read. This report covers the technical aspects of PIRLS 2006. It is divided into the following chapters: (1) Overview of PIRLS 2006 (Ina V.S. Mullis and Michael O. Martin); (2) Developing the PIRLS 2006 Reading Assessment and Scoring Guides (Ann M. Kennedy and Marian Sainsbury); (3) Developing the PIRLS 2006 Background Questionnaires (Ann M. Kennedy); (4) PIRLS 2006 Sample Design (Marc Joncas); (5) Translation and Translation Verification of the PIRLS Reading Assessment and Questionnaires (Barbara Malak and Kathleen L. Trong); (6) PIRLS Survey Operations Procedures (Juliane Barth, Ann M. Kennedy, and Kathleen L. Trong); (7) Quality Assurance in the PIRLS 2006 Data Collection (Ieva Johansone and Ann Kennedy); (8) Creating and Checking the PIRLS International Database (Juliane Barth and Oliver Neuschmidt); (9) PIRLS 2006 Sampling Weights and Participation Rates (Marc Joncas); (10) Item Analysis and Review (Michael O. Martin, Ann M. Kennedy, and Kathleen L. Trong); (11) Scaling the PIRLS 2006 Reading Assessment Data (Pierre Foy, Joseph Galia, and Isaac Li); (12) Reporting Student Achievement in Reading (Ann M. Kennedy and Kathleen L. Trong); and (13) Reporting PIRLS 2006 Questionnaire Data (Kathleen L. Trong and Ann M. Kennedy). The following are appended: (1) Acknowledgments; (2) Characteristics of National Samples; (3) Country Adaptations to Items and Item Scoring; and (4) Parameters for IRT Analysis of PIRLS Achievement Data. (Contains 66 exhibits and 34 footnotes. Individual chapters contain references.) [This report was published by the TIMSS & PIRLS Study Center, Lynch School of Education, Boston College.] (ERIC).
Anmerkungen	International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. Tel: +31-20-625-3625; Fax: +31-20-420-7136; e-mail: department@iea.nl; Web site: http://www.iea.nl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2019/3/09