EDUCATION MATTERS
It serves as a global reading benchmark by adapting to the realities of the diversity of texts and expanding the range of multimodal texts children are faced with at school. The current assessment design aims to provide insights into how well students can apply their reading skills in a technology-rich environment, preparing them not only for future academic success but also for informed participation in a digital society. INFLUENCES SHAPING THE FUTURE OF READING ASSESSMENT The integration of ePIRLS into PIRLS 2026 reflects several important influences that are shaping the future of reading assessments. The most notable influence is the way in which technological advancements have transformed how students read and learn, with much of today’s reading taking place online. With the COVID-19 pandemic accelerating the prevalence of online sources and use of online tools for teaching and learning, curricular standards in many countries
are emphasizing reading comprehension skills that require students to engage with diverse text formats, synthesize across sources, and think critically about online sources and multimodal content. One key consideration for the future is the extent to which equity and access contribute to students’ familiarity with digital tools and consequently their development of the complex reading comprehension skills necessary to think critically about information they may encounter online. Future PIRLS cycles will continue to take a forward-thinking approach to reading assessment—one that aligns with how students read today and how they will need to read tomorrow, whether in digital spaces or through the enduring tradition of print reading. ■
RECENT PUBLICATIONS RELATED TO PIRLS
Teaching Reading Comprehension in a Digital World: Evidence-Based Contributions Using PIRLS and Digital Texts Authors: Marian Bruggink, Nicole Swart, Annelies van der Lee, Eliane Segers Download via: link.springer.com/ book/10.1007/978-3-031-75121-9
SES in PIRLS 2021: Insights from Parent, Student, and Principal Reports
Dinaric Perspectives on PIRLS 2021: Prerequisites and Conditions for Teaching and Learning to Read Editors: Žaneta Džumhur, Paulína Kors n ˇakova, Sabine Meinck Download via: link.springer.com/ book/10.1007/978-3-031- 88002-5
Authors: Dihao Leng, Deepthi Kodamala, Katherine A. Reynolds, Bezirhan Ummugal, Matthias von Davier, Eugenio J. Gonzalez, Ann M. Kennedy Download via: pirls2021.org/insights
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