Literacy Practices and the Programme for the International Assessment of Adult Competencies (PIAAC): A Conceptual Critique

Autor/inn/en	Perry, Kristen H.; Shaw, Donita M.; Saberimoghaddam, Sara
Titel	Literacy Practices and the Programme for the International Assessment of Adult Competencies (PIAAC): A Conceptual Critique
Quelle	In: International Review of Education, 66 (2020) 1, S.9-28 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Perry, Kristen H.) ORCID (Shaw, Donita M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-019-09819-9
Schlagwörter	Adults; Literacy; Numeracy; Problem Solving; Educational Technology; Social Influences; Evaluation Methods; Competence; Test Validity; Program for the International Assessment of Adult Competencies (PIAAC) + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Problemlösen; Unterrichtsmedien; Sozialer Einfluss; Kompetenz; Testvalidität
Abstract	The Programme for the International Assessment of Adult Competencies (PIAAC) assesses key skills in literacy, numeracy and problem-solving in technology-rich environments, as well as their relationship to other social outcomes for adults. PIAAC's developers claimed to better account for adults' literacy practices than earlier international studies such as the International Assessment of Literacy Study (IALS). Through the sociocultural lens of literacy as social practice, the authors explore the tension between PIAAC's cognitive orientation and its attempt to factor in meaningful literacy practices. Specifically, they analyse PIAAC's conceptualisation of "literacy practices" as instantiated in the background questionnaire given to adult participants. They conclude that PIAAC's conceptualisation does not align well with current theoretical understandings of literacy practice, as evidenced by (1) its conflation of several key literacy terms, including "text", "genre" and "practice", and (2) its erasure of "context", "purpose" and "social interaction" from literate practice. Thus, the authors found considerable room for improvement in the assessment of adults' actual literacy practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01