PIRLS for teachers – a review of practitioner engagement with international large-scale assessment results

PIRLS for teachers – a review of practitioner engagement with international large-scale assessment results

Bibliografische gegevens
Hoofdauteurs:	Popat, S, Lenkeit, J, Hopfenbeck, T
Formaat:	Report
Gepubliceerd in:	Oxford University Centre for Educational Assessment 2017

Gelijkaardige items

PIRLS for teachers: Making PIRLS results more useful for practitioners
door: Hopfenbeck, T, et al.
Gepubliceerd in: (2018)

Review of national reports on PIRLS
door: Lenkeit, J
Gepubliceerd in: (2016)

How effective are educational systems? A value-added approach to study trends in PIRLS
door: Lenkeit, J
Gepubliceerd in: (2013)

An analytical approach to study educational inequalities: 10 hypothesis tests in PIRLS 2006
door: Caro, D, et al.
Gepubliceerd in: (2012)

Gender differences in Norwegian PIRLS 2016 and ePIRLS 2016 results at test mode, text and item format level
door: Katrin Schulz-Heidorf, et al.
Gepubliceerd in: (2018-12-01)

Making sense of the PIRLS 2006 results for South Africa
door: Hilary Janks
Gepubliceerd in: (2011-05-01)

Cognitive Diagnostic Analyses of the Progress in International Reading Literacy Study (PIRLS) 2011 Results
door: Dan Thanh Duong Thi, et al.
Gepubliceerd in: (2019-01-01)

Lessons learned from PISA: a systematic review of peer-reviewed articles on the Programme for International Student Assessment
door: Hopfenbeck, T, et al.
Gepubliceerd in: (2017)

South African teacher proles and emerging teacher factors: The picture painted by PIRLS 2006
door: Surette Van Staden, et al.
Gepubliceerd in: (2010-05-01)

Teacher-centered analysis with TIMSS and PIRLS data: weighting approaches, accuracy, and precision
door: Shelby J. Haberman, et al.
Gepubliceerd in: (2024-08-01)

Danish Students’ Interactions With PIRLS Items
door: Marie-Louise Molbæk, et al.
Gepubliceerd in: (2024-11-01)

Features of reading literacy of Russian primary students obtained from PIRLS results
door: Kuznetsova Marina I.
Gepubliceerd in: (2016-01-01)

Using TIMSS and PIRLS to improve teaching and learning
door: Ina V.S. Mullis, et al.
Gepubliceerd in: (2012-09-01)

Evaluating the validity and comparability of PIRLS 2016 in South Africa
door: Kayton, HL
Gepubliceerd in: (2024)

A PIRLS approach to literary understanding in secondary education
door: Broeder Peter, et al.
Gepubliceerd in: (2015-01-01)

Associations between teacher quality, instructional quality and student reading outcomes in Nordic PIRLS 2016 data
door: Kaisa Leino, et al.
Gepubliceerd in: (2022-12-01)

A study on elementary school Farsi curriculum (third and fourth grade) engagement with reading skill literacy based on PIRLS’ study
door: Mohsen Dibayi Saber, et al.
Gepubliceerd in: (2010-12-01)

Socioeconomic gradients in eastern european countries: Evidence from PIRLS 2006
door: Caro, D, et al.
Gepubliceerd in: (2012)

Reading Literacy of Russian Fourth-Graders: Lessons from PIRLS‑2016
door: Galina Tsukerman, et al.
Gepubliceerd in: (2018-03-01)

PISA, TIMSS e PIRLS em Portugal: Uma análise comparativa
door: Vítor Alberto Rosa, et al.
Gepubliceerd in: (2020-06-01)

A participação de Portugal no inquérito internacional PIRLS (2011-2016)
door: Vítor Rosa, et al.
Gepubliceerd in: (2021-07-01)

Using generative AI for reading question creation based on PIRLS 2011 framework
door: Zhipeng Wen, et al.
Gepubliceerd in: (2025-12-01)

Technology factors related to the differences in paper and online reading scores in PIRLS 2016
door: Plamen V. Mirazchiyski, et al.
Gepubliceerd in: (2024-10-01)

A new technology for applanation free corneal trephination: the picosecond infrared laser (PIRL).
door: Stephan J Linke, et al.
Gepubliceerd in: (2015-01-01)

The interplay between teacher beliefs, instructional practices, and students’ reading achievement: national evidence from PIRLS 2021 using path analysis
door: Nele Bleukx, et al.
Gepubliceerd in: (2024-08-01)

Measuring Teacher Engagement: Development of the Engaged Teachers Scale (ETS)
door: Robert M. Klassen, et al.
Gepubliceerd in: (2013-12-01)

‘Assessors for learning’: understanding teachers in contexts
door: Hopfenbeck, T
Gepubliceerd in: (2018)

Investigating measurement invariance in PIRLS 2021 across English and isiZulu language groups
door: Sinethemba Mthimkhulu, et al.
Gepubliceerd in: (2024-03-01)

Parental Teaching-to-Read Practices and Children’s Reading Literacy in Russia according to PIRLS2011
door: Andrey Zakharov, et al.
Gepubliceerd in: (2017-06-01)

Profiling classroom reading comprehension development practices from the PIRLS 2006 in South Africa
door: Lisa Zimmerman, et al.
Gepubliceerd in: (2014-03-01)

Reading on paper or reading digitally? Reflections and implications of ePIRLS 2016 in South Africa
door: Celeste Combrinck, et al.
Gepubliceerd in: (2019-12-01)

Analyses diagnostiques cognitives des résultats du test du Programme international de recherche en lecture scolaire (PIRLS) 2011
door: Dan Thanh Duong Thi, et al.
Gepubliceerd in: (2019-01-01)

To do or not to do with feedback. A study of undergraduate students’ engagement and use of feedback within a portfolio assessment design
door: Steen-Utheim, A, et al.
Gepubliceerd in: (2018)

Reading achievements among students in the United Arab Emirates: A multilevel analysis of PIRLS 2021
door: Hanada Taha Thomure, et al.
Gepubliceerd in: (2025-06-01)

Reading to Young Children: Higher Home Frequency Associated with Higher Educational Achievement in PIRLS and PISA
door: Luisa Araújo, et al.
Gepubliceerd in: (2023-12-01)

Using PIRLS and TIMSS data for the assessment of efficiency and effectiveness of primary education in post-socialist and old democracy EU member states
door: Dovilė Stumbrienė, et al.
Gepubliceerd in: (2022-12-01)

Integrating the Key Competencies of International Large-Scale Assessment (ILSA) into the Teacher-Education Curriculum in the Philippines
door: Allen Espinosa, et al.
Gepubliceerd in: (2024-11-01)

GOALS OF PROFESSIONAL DEVELOPMENT OF TEACHER TRAINING UNIVERSITY STUDENTS AND TEACHERS-PRACTITIONERS:THE SURVEY RESULTS
door: Klavdiya K. Golubushina, et al.
Gepubliceerd in: (2016-12-01)

Parent Involvement and Student Achievement in the Gulf Cooperation Council Countries: Evidence from PIRLS 2016 Data
door: Shefa AlHashmi
Gepubliceerd in: (2020-07-01)

PIRLS 2021. Factores relacionados con el rendimiento lector en Educación Primaria en España
door: Pablo-Javier Ortega-Rodríguez
Gepubliceerd in: (2024-07-01)