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4-масала (Кроватни ўраш).
Ишчи узунлиги 32 метр тахтадан ҳовлидаги кроват атрофини чегараламоқчи. У қуйидаги
шакллардан қайси бирини танлаб олиш имкониятига эга?
PISAда мактабининг билим сифати мониторинги 4 та асосий йўналиш бўйича ўтказилади:
ўқиш саводхонлиги, математик саводхонлиги, табиий фанлар саводхонлиги ва компьютер
саводхонлигидир.
Адабиётлар:
1.2017-2021 йилларда Ўзбекистон Республикасини ривожлантиришнинг бешта устувор
йўналиши бўйича Ҳаракатлар стратегияси. Ўзбекистон Республикаси Президентининг 2017 йил 7
февралдаги ПФ-4947 сонли Фармони.
2. Assessing Reading, Mathematics and Scientific Literacy: A framework for PISA 2009. OECD,
2009
3. PISA ва TIMSS дастурларидан Шухрат Исмоилов таржимасидан фойдаланилди.
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2- SHO‗BA
XALQARO BAHOLASH DASTURINING TA‘LIM TIZIMIDAGI
O‗RNI VA AHAMIYATI
READING LITERACY IN PIRLS
Eshmuratova G. A.
Lecturer, Department of Literature, Tashkent
State Agrarian University
In 2021, IEA‘s PIRLS (Progress in International Reading Literacy Study), well-established as the
―de facto‖ worldwide standard for monitoring reading comprehension achievement, will mark its 20th
year. PIRLS 2021 will provide data on trends in comparative reading achievement across countries over
two decades. Since 2001, PIRLS has been conducted every five years at the fourth grade. ePIRLS, an
innovative assessment of online informational reading, was introduced in 2016 as an optional component.
Reading literacy is the foundation for academic success, and PIRLS is a valuable vehicle for
studying whether new or revised policies impact achievement. The PIRLS reading assessment is based on
a comprehensive framework that covers major reading purposes — for literary experience, to acquire and
use information, and to search for information on the internet.
PIRLS adresses three aspects of reading:
Why we read
Understanding what we read
Attitudes towards reading and what we do when we read
PIRLS maintains that we mainly read for two purposes: For pleasure, and in order to gain
knowledge/information. The tests therefore contain both literary texts and expository/informational texts.
PIRLS collects data on children‘s reading literacy through questions associated with four different
areas:
retrieval of explicitly stated information
making straightforward inferences
interpreting and integrating ideas and information
examination and evaluation of content, language, and textual elements.
PIRLS 2021 will offer the PIRLS assessment of literary and informational reading in a digital
format, presenting reading passages and items as an engaging and visually attractive experience that will
motivate students and increase operational efficiency.
Having PIRLS in an electronic environment enables joining it with the ePIRLS assessment of
online informational reading. With PIRLS all electronic, countries can administer the full PIRLS reading
assessment — PIRLS Literary and Informational as well as the ePIRLS Online Informational — as one
seamless, digitally based endeavor. It is also possible for countries to administer the paper-based version
of the PIRLS assessment of literary and informational reading.
As in previous cycles, PIRLS 2021 will collect and report an extensive array of policy relevant
information about students' home and school experiences in learning to read:
Home questionnaire
Student, teacher, and school questionnaires
PIRLS 2021 Encyclopedia: Education Policy and Curriculum in Reading
PIRLS enables countries to make evidence-based decisions to improve reading education.
Countries use the achievement and questionnaire data to:
Monitor system-level achievement trends in a global context
Monitor the impact of new or revised educational policies
Pinpoint any areas of weakness and stimulate curricular reform
Improve teaching and learning through research and analysis of PIRLS data
Conduct related studies, such as monitoring equity or assessing students in additional grades
Obtain rich questionnaire data about the home and school contexts for teaching and learning
reading
PIRLS 2021 will employ a group-adaptive design. All countries will administer the same reading
passages and items, but the rate at which different test forms are distributed in a country will be tailored
to the population. This innovative, adaptive design will improve PIRLS‘ measurement of reading at all
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levels of the distribution for countries with varying reading proficiency while also increasing student
engagement.
Also, PIRLS has a benchmarking component whereby entities such as regions (e.g., states or
provinces), additional grades (e.g, third or fifth grade), or additional language groups can participate in
the same way as countries.
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