Overview
Identification
Country
InternationalTitle
Progress in International Reading and Literacy Study 2011
Study Type
Socio-Economic/Monitoring Survey Recommended Citation
International Association for the Evaluation of Educational Achievement (IEA). Progress in International Reading and Literacy Study 2011 Version 1.1 [dataset]. Chestnut Hill, MA: PIRLS International Study Centre [producer], 2012. Cape Town: DataFirst [distributor], 2015. DOI: https://doi.org/10.25828/9arw-5m72
ID Number int-iea-pirls-2011-v1.1 |
Version
Version Description
Version 1.1
Production Date
2011-02-11
Notes
DataFirst downloaded a version of the PIRLS data (as prepared by IEA) on the 31st of August 2015. This dataset was originally made available as 399 separate datafiles that were defined by area of assessment and datafile type (Student Achievement File, Student Background File, Teacher Background File, Home Background File, School Background File, Student-Teacher Linkage File, and PIRLS Within-country Scoring Reliability File). That is, 57 areas and 7 separate datafile types (57 multiplied by 7 yields 399). All datafiles of the same type were combined to yield seven separate datafiles which contained all areas. This is the first version of such a dataset hosted by DataFirst.
Overview
Abstract
The PIRLS 2011 aimed to generate a database of student achievement data in addition to information on student, parent, teacher, and school background data for the 57 areas that participated
Kind of Data
Sample survey data
Units of Analysis
Individuals and institutions
Scope
Notes
The PIRLS 201 contains information on the following:
• Student achievement (in PIRLS designed test)
• Teacher background
• Student background
• School background
• Parent background
Coverage
Geographic Coverage
The survey had international coverage
Universe
PIRLS is a study of student achievement in reading comprehension in primary school, and is targeted at the grade level in which students are at the transition from learning to read to reading to learn, which is the fourth grade in most countries. The formal definition of the PIRLS target population makes use of UNESCO's International Standard Classification of Education (ISCED) in identifying the appropriate target grade:
"…all students enrolled in the grade that represents four years of schooling, counting from the first year of ISCED Level 1, providing the mean age at the time of testing is at least 9.5 years. For most countries, the target grade should be the fourth grade, or its national equivalent."
As a new initiative in 2011, prePIRLS was developed as a less difficult version of PIRLS to provide more assessment options for developing countries where students may not be prepared for the demands of PIRLS. prePIRLS is based on the same view of reading comprehension as PIRLS but is designed to assess basic reading skills that are a prerequisite for success on PIRLS. Botswana, Colombia, and South Africa administered prePIRLS to their fourth grade students. Colombia also administered PIRLS to the same fourth grade students, providing the basis for a link between the PIRLS and prePIRLS scales.
Producers and Sponsors
Primary Investigator(s)
| Name | Affiliation |
|---|
|
International Association for Educational Attainment
| |
|
International Study Centre
| Boston College |
Funding
| Name | Abbreviation | Role |
|---|
|
National Centre for Education Statistics of the U.S. Department of Education
| NCES | |
|
UK’s National Foundation for Educational Research
| | |
Metadata Production
Metadata Produced By
| Name | Abbreviation | Affiliation | Role |
|---|
| DataFirst | | University of Cape Town | Metadata producer |
Date of Metadata Production
2020-05-19
DDI Document Version
Version 1.1
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