Page 179 - Šterman Ivančič, Klaudija, ur. Izhodišča merjenja bralne pismenosti v raziskavi PISA 2012 s primeri nalog. Ljubljana: Pedagoški inštitut, 2013. Digitalna knjižnica, Documenta 6
P. 179
mary
In this publication, we present the framework for measuring reading literacy in PISA
2012, with examples of units that were used in the field trial and main study of the sur-
vey in 2009. At the beginning we briefly present the organizational characteristics of rese-
arch at the international and national levels. Further, we present the framework of measu-
ring reading literacy, on the basis of which the units are formed. In more detail, we present
three basic dimensions, namely the reading situation (personal, public, educational and
occupational) text, where we differentiate between text format and text type and reading
aspect (access and retrieve, integrate and interpret and reflect and evaluate). In the chap-
ters that follow, we also present some motivational factors of reading literacy and the me-
aning of understanding metacognition and metacognitive strategies. Because the primary
objective of this publication is in showing students how to use their reading and reading
knowledge in concrete, problem-based situations, there are concrete units at the end, whi-
ch were published by the OECD. Units include stimulus, a question and also a coding gu-
ide which will help you determine right and wrong answers.
179
In this publication, we present the framework for measuring reading literacy in PISA
2012, with examples of units that were used in the field trial and main study of the sur-
vey in 2009. At the beginning we briefly present the organizational characteristics of rese-
arch at the international and national levels. Further, we present the framework of measu-
ring reading literacy, on the basis of which the units are formed. In more detail, we present
three basic dimensions, namely the reading situation (personal, public, educational and
occupational) text, where we differentiate between text format and text type and reading
aspect (access and retrieve, integrate and interpret and reflect and evaluate). In the chap-
ters that follow, we also present some motivational factors of reading literacy and the me-
aning of understanding metacognition and metacognitive strategies. Because the primary
objective of this publication is in showing students how to use their reading and reading
knowledge in concrete, problem-based situations, there are concrete units at the end, whi-
ch were published by the OECD. Units include stimulus, a question and also a coding gu-
ide which will help you determine right and wrong answers.
179
