Genius journals publishing group

Eurasian Journal o f Learning and Academic Teaching
www.geniusjournals.org 
P a g e | 99

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Volume 5| February 2022
ISSN: 279S-739X
• understanding processes
• reading and attitude.
Four types o f grasping process are assessed in 
PIRLS:
• focusing on clearly defined inform ation
• making the right conclusions
• interpret and combine ideas and information
• study and evaluate content, language and text 
elements.
PIRLS 
studies 
reading 
goals 
and 
com prehension processes. H ow ever, they do 
not w ork in isolation from each other or from
the contexts in which students live and learn. 
The literacy o f reading is directly related to the 
causes o f human reading, in general, these 
reasons include aspects such as reading for 
personal interest and pleasure, reading for 
participation in society, 
and reading for 
knowledge. For younger readers, these aspects 
are im portant [2].
The PiRLS assessment system is aim ed at tw o 
main objectives to take into account the 
m ajority o f the study carried out b y young 
students in school and beyond:
• reading for Literature experience;
• reading for inform ation and further use.
Since both types o f Reading are im portant at 
this age, the PIRLS
the evaluation system includes an equal ratio o f 
the material evaluating each objective [2]. 
Reading literacy is in addition to the ability to 
create m eaning from a variety o f texts that 
cover behaviors and relationships that support 
reading throughout life. Such behavior and 
attitude w ill help to fully realize the capabilities 
o f the individual in a literate society.
The main purpose o f teaching reading science 
in prim ary classes is to form the spiritual and 
moral w orld, literary and aesthetic tastes o f 
students b y teaching rare samples o f national 
and w orld literature, and to create and develop 
knowledge, 
skills 
and 
skills 
related 
to 
independent thinking, im aginative thinking, 
interest o f students in artistic literature, in the 
process o f teaching works, the spirituality, 
w o rld v ie w of, it consists o f rein fo rcem en t[l]. 
The study o f PIRLS is carried out in strict 
accordance with the unified guidelines and 
rules d eveloped by the International Center. 
Each stage o f the study (sampling, translation
tools, 
testing 
and 
validation 
and
and 
adaptation 
o f 
questioning, 
data 
retransmission
perform ance] 
controlled 
b y 
international 
experts.
For example, the translations o f tests and 
questionnaires 
are 
cross-checked 
by 
translators at the international level. In the 
process o f testing, the observers w ill be in the 
selected schools. Assignments w ith detailed 
answers are checked by experienced specialist 
teachers, and then part o f the w o rk (e v e ry
fourth D ove] is checked again b y other 
specialist teachers.
A fter that, a certain part o f the w o rk is scanned 
and the electronic versions o f the notebooks in 
which the students ' answers are w ritten are 
placed in special international databases, the 
answers 
o f 
which 
are 
exam ined 
by 
international 
experts 
to 
determ ine 
the 
comparison o f the w ork o f specialists o f 
different countries during the test year, which 
are studied by national experts at 
The PIRLS study assesses tw o types o f reading 
that students use m ore than others outside the 
classroom and school:
• reading the reader to gain literary experience;
• reading for the purpose o f m astering and 
using information.
In accordance w ith the contextual rules o f the 
study, four groups o f artistic and inform ative 
(popular scientific] texts are evaluated for their 
ability to read while reading: 
find out the details clearly shown; 
form ulate conclusions; 
interpretation and synthesis o f data; 
analysis and evaluation o f text composition, 
language characteristics.
For qualitative and quantitative assessment o f 
w o rk perform ed in PIRLS, the follow in g system 
is used:
- assignments with the choice o f the answer 
will be rated b y 1 points;
- tasks for determ ining the sequence o f events 
are rated by 1 point;
- assignments with a free answer are evaluated 
from 1 
to 3 
points, 
depending on the 
com plexity o f the task.
For the final processing o f results, modern 
testing theory is used.
Eurasian Journal o f Learning and Academic Teaching
www.geniusjournals.org 
P a g e I 100

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