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Using the results of International Reading Tests to Inform Good Practice and Policy

This presentation discusses the use of international reading tests such as PIRLS and PISA to inform good practice and policy in Latvia. It explores the benefits of using these tests to promote dialogue and address confusion in information sources. The presentation also highlights the importance of considering the results in terms of competency levels and suggests best practices that can be emulated. The gender and socioeconomic status gaps in literacy performance are also examined, along with the challenges and possible solutions in improving literacy skills in different types of schools.

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Using the results of International Reading Tests to Inform Good Practice and Policy

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  1. THE BALTIC SEA CONFERENCE AND THE FIRST NATIONAL CONFERENCE OF LATVIAN READINGASSOCIATION Riga, July 2008 Using the results of International Reading Tests to Inform Good Practice and Policy Thomas Schmit and Eva Birzniece, Pro Futuro, Latvia 31 July 2008 info@disleksija.lv

  2. Using PIRLS/PISA to promote dialogue Our work tells us that people are interested Confused by multiple, confusing sources of information Structure info using IRA suggestions

  3. Latvian literacy level According to the CIA factbook Literacy: definition: age 15 and over can read and write total population: 99.7% male: 99.8% female: 99.7% (2000 census)

  4. What kinds of tests? Norm referenced Assumes distribution of the trait tested (across a population). Education or training shouldn’t much change it. Criterion referenced We can define competency. 10 means someone can 5 means that they cannot

  5. What do these sets of numbers have in common? 7, 7, 7, 7, 7 10, 10, 10, 5 5, 5, 5, 10,10

  6. What about PIRLS and OECD? Criterion referenced Children have been instructed in the task (reading) and should be (theoretically) competent in meeting criteria.

  7. Specific Topics addressed by PISA/PIRLS Assessments School structure School management Resources Teacher education Professional development Gender Socioeconomic status (SES) Home and community Engagement Underachievement

  8. Considering the Results Can: Show ranges of competencies/performance (criterion referenced), Demonstrate or suggest links between social, policy and school factors and performance (use of non-test data from students, teachers and administrators), Suggest internationally/nationally successful practices and policies that can be emulated- Best Practices models.

  9. Cannot: Give league tables- too much is too different for direct comparison, Point to “the right” or “best” solution(s).

  10. But, they talk about averages

  11. What does the average tell us? Not much Average changed by mix of schools, children etc. Compared to other countries- changes based on countries involved (weaker, stronger etc.)

  12. OECD, 2006 – 15 year olds • 6% under any reading comprehension level • 15% the first comprehension level • PIRLS, 2006 – 4th graders • Latvia above the European average • excluded - 90 special schools (?) • excluded - 4,3% • excluded – 0.5% ss with physical and mental problems • The number of poor readers increased compared to 2001

  13. Girls and boys performance gap

  14. Literacy skills for the world of tomorrow21st World Congress on Reading, 7-10 August 2006Andreas SchleicherHead, Indicators and Analysis DivisionOECD Directorate for Education Sympathy doesn’t raise standards – aspiration does PISA suggests that students and schools perform better in a climate characterised by high expectations and the readiness to invest effort, the enjoyment of learning, a strong disciplinary climate, and good teacher-student relations Among these aspects, students’ perception of teacher-student relations and classroom disciplinary climate display the strongest relationships

  15. Other messages Equity matters Resources (and their use) matters Policy matters

  16. A specific finding to consider How well do children in different kinds of schools score?

  17. What are the possible explanations for this disparity? • Based on Latvian explanations? • Based on International data?

  18. What is needed to help?

  19. What is needed to help? lack of information about struggling readers – 27% national education system (too intense curriculum, no time to learn step by step) – 16%? too many students per class – 14% lack of teacher time – 11% lack of methodological materials and skills of teachers – 10% denial of the system to acknowledge and identify reading difficulties – 8% no cooperation btw teachers and parents – 7% lack of national financing – 4% lack of specialists – 3% (PIRLS – 71% of teachers report no access to remedial reading specialists)

  20. Conclusions Latvian education stakeholders want this dialogue Asking the questions in the rich context of international studies is valuable Carefully framed questions facilitates dialogue Supplementary/original data adds to understanding.

  21. info@disleksija.lv

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