پوختە
This article explores the formation of student competencies in the PIRLS International Assessment Program, focusing on 4th grade learners. It highlights the significance of the program in developing reading comprehension skills, language proficiency, critical thinking, and a love for reading among students. The article discusses the impact of the assessment on student development, identifies areas for improvement, and emphasizes the importance of international benchmarking and collaboration. By nurturing competencies early on, students are empowered for future success in academia and beyond.
سەرچاوەکان
Mullis, I. V. S., Martin, M. O., Foy, P., & Drucker, K. T. (2017). PIRLS 2016 International Results in Reading. Boston College, TIMSS & PIRLS International Study Center.
OECD. (2017). PIRLS 2016 Assessment Framework. Paris: OECD Publishing.
Mullis, I. V. S., Martin, M. O., & Kennedy, A. M. (2007). PIRLS 2006 International Report: IEA's Progress in International Reading Literacy Study in Primary Schools in 40 Countries. Boston College, TIMSS & PIRLS International Study Center.
Fullan, M., & Langworthy, M. (2014). A Rich Seam: How New Pedagogies Find Deep Learning. Ontario: Pearson.
Leseman, P. (2018). Early Childhood Education and Care for Children from Low-Income or Minority Backgrounds. In A. J. Reynolds, A. J. Rolnick, & J. Temple (Eds.), Education, Skills, and Technical Change: Implications for Future US GDP Growth (pp. 45-74). University of Chicago Press.