TIMSS and PIRLS

PIRLS 2016 Assessment Framework

Mullis, I.V.S. & Martin, M.O. (Eds.). (2013). Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.

The PIRLS 2016 Assessment Framework provides the foundation for the three international assessments planned as part of IEA’s PIRLS 2016: PIRLS, prePIRLS, and ePIRLS. PIRLS represents the international standard for reading comprehension at the fourth grade. prePIRLS, a less difficult version of PIRLS, is designed to test basic reading skills that are prerequisites for success on PIRLS. New in 2016, ePIRLS is an innovative assessment of online reading that makes it possible for countries to understand how successful the are in preparing fourth grade students to read, comprehend, and interpret online information.

Chapter 1 presents the PIRLS 2016 Reading Framework, and describes in some detail the major purposes of reading and processes of comprehension to be tested at the fourth grade. PIRLS assesses two purposes of reading that fourth grade students typically engage in: reading for literary experience, as well as to acquire and use information. PIRLS also assesses four broad processes of comprehension predominantly used by fourth grade readers: focus on and retrieve explicitly stated information, make straightforward inferences, interpret and integrate ideas and information, and evaluate and critique content and textual elements. Chapter 2 contains the PIRLS 2016 Contextual Framework describing the types of schooling situations and factors associated with students’ development in reading literacy that will be investigated via the PIRLS 2016 Encyclopedia and the questionnaires completed by students, their teachers, and schools. Finally, Chapter 3 provides an overview of the PIRLS and prePIRLS test booklet and ePIRLS task designs, including general parameters for item development.

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SOURCE: PIRLS 2016 Assessment Framework. Copyright © 2013 International Association for the Evaluation of Educational Achievement (IEA). Publisher: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College, Chestnut Hill, MA and International Association for the Evaluation of Educational Achievement (IEA), IEA Secretariat, Amsterdam, the Netherlands.
International Association for the Evaluation of Educational Achievement
Boston College