09 SES 06 C, Relating National to International Large-scale Assessments
Parallel Paper Session
The goal of this paper is to compare three frameworks of reading literacy in order to support the planned modifications in the framework of Hungary's yearly national assessment, the National Assessments of Basic Competencies (NABC). The reading clusters of the NABC, PIRLS and the reading clusters of PISA are all instruments for assessing students' reading proficiency, however their frameworks do differ. The framework of PIRLS was the first of the three, with predecessors as early as the '70, and defined reading abilities in relation with both the purpose of reading and the processes of comprehension and the proportions of these in an actual test. PISA in the beginning of the new millennium had slightly different foundations given the different goal of the study. While PIRLS assesses the efficiency in learning to read of children in the fourth year of schooling, PISA examines the extent to what 15 year old students are probably able to succeed in the labour market with the aid of their reading skills acquired in mostly school.
The Hungarian NABC in Hungary came to existence in 2001 and gives account of the reading and mathematical performances of students in grades 6, 8 and 10 on a yearly basis since 2004. The aim of this study is to provide feedback to schools and maintainers about the average reading abilities of students compared to those of other schools, taking into account the ESCS background and previous results of students. Besides the study gives student-level feedback accessible to teachers and parents that can be analysed with the aid of an application provided online. The framework was formed accordingly. In order to permit the comparison of students' results, every student of a given population solves the same items.
Mullis, I.V.S., Martin, M.O., Kennedy, A.M., Trong, K.L., Sainsbury, M. (2011). PIRLS 2011 Assessment Framework. Chestnut Hill, MA: Boston College. PISA 2009 Technical Report. http://www.oecd.org/document/19/0,3746,en_2649_35845621_48577747_1_1_1_1,00.html PISA 2009 Assessment Framework - Key Competencies in Reading, Mathematics and Science. http://www.oecd.org/document/44/0,3343,en_2649_35845621_44455276_1_1_1_1,00.html Vári, P. (1997). MONITOR ’95. A tanulók tudásának felmérése [MONITOR ’95. Assessment of Knowledge of the Students.] Országos Közoktatási Intézet, Budapest. Balázsi, I., Felvégi, E., Rábainé Szabó, A., Szepesi, I. (2006). Országos Kompetenciamérés 2006. Tartalmi keret [National Assessment of Basic Competencies 2006. Assessment Framework.]. suliNova Kht., Budapest. Balkányi, P. (2009). Szövegértés tartalmi keret és feladatok bemutatása [Presentation of Framework and Items of Reading Assessment]. http://www.oh.gov.hu/letolt/okev/doc/orszmer/szovegertes_tartalmi_keret.pdf Országos Kompetenciamérés 2010. Feladatok és jellemzői [Items and their Characteristics Reports].(2011). Oktatási Hivatal Közoktatási Mérési Értékelési Osztály, Budapest.
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