Construct Equivalence of Reading Literacy in PIRLS and the Flemish National Assessment Program?

• In Event: AERA Roundtable Session 3
  In Roundtable Session: Measuring Student Attainment

Abstract

This study’s aim was to assess the relevance of the Progress in International Reading Literacy Study’s (PIRLS) achievement scale for describing Flanders’ (Northern Belgium) average level of reading literacy. This research goal was prompted by the unexpected large decline in average reading literacy between 2006 and 2016 according to PIRLS. Therefore, 4615 students in 126 schools who participated in PIRLS 2016 were assessed again in 2018. In this new assessment, students were given items from both PIRLS and the Flemish national assessment program. IRT-models showed that the reading literacy constructs of PIRLS and the national assessment for reading were strongly related. The results also revealed that the Flemish attainment targets for reading were situated in PIRLS’ intermediate benchmark.

Authors

• Jonas Dockx, KU Leuven

• Koen Aesaert, KU Leuven

• Rianne Janssen, KU Leuven