Page 145 - Eva Klemenčič Mirazchiyski, Plamen V. Mirazchiyski. 2020. Bralna pismenost četrtošolcev in četrtošolk v Sloveniji: nacionalno poročilo Mednarodne raziskave bralne pismenosti (IEA PIRLS 2016 in ePIRLS 2016). Ljubljana: Pedagoški inštitut. Digitalna knjižnica, Documenta 15
P. 145
ummary 145
In this monograph, we present key results from the 2016 cycle of Progress in
International Reading Literacy Study (PIRLS) for Slovenia. In Slovenia, PIRLS is
coordinated by the Educational Research Institute (Pedagoški inštitut), and in-
ternationally by the International Association for the Evaluation of Educational
Achievement (IEA). The main study center for this international large-scale as-
sessment is TIMSS & PIRLS International Study Center at Boston College of Ed-
ucation (USA).
PIRLS is an international large-scale student assessment, which is con-
ducted in regular cycles. Slovenia’s first participation in this internation-
al large-scale student assessment was the reading literacy study of fourth
graders. At that time this assessment was named Reading Literacy (RL),
which evolved into PIRLS with its first cycle in 2001 and subsequent cycles in
2006 and 2011, with its last cycle in 2016. This allows us to show trends across
the cycles in some parts of the monograph. A new and special feature of the
2016 cycle is the added study’s component ePIRLS which tests reading liter-
acy on computers, in which Slovenia also took part. The ePIRLS component
took place the day after PIRLS. Therefore, in this monograph we have includ-
ed the results for both PIRLS 2016 and ePIRLS 2016. A total of 61 educational
systems (50 countries and 11 benchmarking participants) took part in PIRLS
2016. Slovenia, along with some other countries, have participated in all
PIRLS cycles and provides data on the trends of development of its fourth-
grade students. PIRLS, like other international large-scale assessments, does
not collect data only on the achievement in the target domain. Through its
questionnaires it also collects data on various characteristics of the students
(student questionnaire), the students’ families (home questionnaire), the
In this monograph, we present key results from the 2016 cycle of Progress in
International Reading Literacy Study (PIRLS) for Slovenia. In Slovenia, PIRLS is
coordinated by the Educational Research Institute (Pedagoški inštitut), and in-
ternationally by the International Association for the Evaluation of Educational
Achievement (IEA). The main study center for this international large-scale as-
sessment is TIMSS & PIRLS International Study Center at Boston College of Ed-
ucation (USA).
PIRLS is an international large-scale student assessment, which is con-
ducted in regular cycles. Slovenia’s first participation in this internation-
al large-scale student assessment was the reading literacy study of fourth
graders. At that time this assessment was named Reading Literacy (RL),
which evolved into PIRLS with its first cycle in 2001 and subsequent cycles in
2006 and 2011, with its last cycle in 2016. This allows us to show trends across
the cycles in some parts of the monograph. A new and special feature of the
2016 cycle is the added study’s component ePIRLS which tests reading liter-
acy on computers, in which Slovenia also took part. The ePIRLS component
took place the day after PIRLS. Therefore, in this monograph we have includ-
ed the results for both PIRLS 2016 and ePIRLS 2016. A total of 61 educational
systems (50 countries and 11 benchmarking participants) took part in PIRLS
2016. Slovenia, along with some other countries, have participated in all
PIRLS cycles and provides data on the trends of development of its fourth-
grade students. PIRLS, like other international large-scale assessments, does
not collect data only on the achievement in the target domain. Through its
questionnaires it also collects data on various characteristics of the students
(student questionnaire), the students’ families (home questionnaire), the
