IEA INSIDER 2024
PIRLS 2026 Keeps Innovating
BY ANN KENNEDY & MATTHIAS VON DAVIER
PIRLS 2026 is the first fully computer-based cycle of PIRLS, where ePIRLS assessing online reading and PIRLS blocks with more traditional passages are presented in an integrated design. PIRLS is technology-based to provide an engaging and modern reading assessment for fourth-grade students.
measured for PIRLS and discusses the reading purposes and comprehension processes, encompassing how students construct meaning from a wide range of text formats and features, including digital formats such as websites. Chapter 2, the PIRLS Contextual Framework, describes the factors related to students’ reading development in school and at home and provides policy-relevant research to support their importance for inclusion in PIRLS. Chapter 3, the PIRLS 2026 Assessment Design, describes the implementation of the group-adaptive design and details the organization of the reading assessment for the 2026 data collection. Item development activities focused on an item writing workshop as part of the second PIRLS 2026 NRC meeting and involved representatives from 49 countries. The TIMSS & PIRLS ISC prepared item writing guidelines that outlined the specifications for items according to the framework, described the digital item types and response formats available for PIRLS 2026, provided guidelines for writing items and scoring guides to help ensure comparable translations and adherence to best practices. With participants working in groups, each assigned to write items for at least two of the six literary texts selected for field test development, draft items and scoring guides were developed, discussed, and revised during the collaborative and lively workshop. The workshop resulted in an impressive
PIRLS 2026 has completed the project's development phase, having recently published the PIRLS 2026 Assessment Frameworks and embarked on the final preparations of the international version of the field test instruments. The work, led by the TIMSS & PIRLS International Study Center (ISC), was supported through collaboration with the PIRLS 2026 Reading Development Group (RDG), Questionnaire Development Group (QDG), and National Research Coordinators. The framework updates acknowledge PIRLS’ transition to a fully digital assessment and include revisions to reflect evolving theories of reading comprehension and current research on the home and school factors related to reading achievement. Development of the achievement items began last year with the selection of literary texts and identification of topics for web-based informational texts. It culminated this year with an item writing workshop in February at the second PIRLS 2026 NRC meeting. Updating the context questionnaires for the current cycle was an iterative process involving input and feedback from the QDG and NRCs. The PIRLS 2026 Assessment Frameworks provide the foundation for assessing reading and the contexts for learning to read and supporting students in the lifelong endeavor of reading to learn. Chapter 1, the PIRLS Reading Assessment Framework, defines reading literacy as
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