How does PISA define and measure reading literacy?

Autor/in	Mo, Jeffrey
Titel	How does PISA define and measure reading literacy?
Quelle	Paris: OECD Publishing (2019), 5 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	PISA in Focus. 101
Sprache	englisch
Dokumenttyp	online; Monographie
ISSN	2226-0919
DOI	10.1787/efc4d0fe-en
Schlagwörter	Leseverhalten; Schüler; Schulleistung; Schulleistungsmessung; Leseforschung; Lesekompetenz
Abstract	Every three years, the education community around the world eagerly awaits the release of the latest results from PISA. In addition to student proficiency in reading, mathematics and science, this December will see the publication of results on equity in education systems, school climate and students' well-being. PISA rotates the main subject of assessment every three years, and the PISA 2018 assessment, like the PISA 2000 and 2009 assessments, focused on reading. The PISA definition of reading literacy has remained much the same over this period; in 2018, it can be summarised as understanding, using, evaluating, reflecting on and engaging with texts in order to achieve one's goals, to develop one's knowledge and potential, and to participate in society. But how people read has changed since 2009. Reading now involves not only the printed page but also electronic formats. This has led to a proliferation in the amount of text encountered every day, making it all the more important that students be able to discern between fact and opinion, and navigate through different sources of text in order to construct meaning.
Erfasst von	Deutsches Institut für Erwachsenenbildung - Leibniz-Zentrum für Lebenslanges Lernen, Bonn
Update	2020/2