• Dominique LAFONTAINE & Patricia SCHILLINGS (Université de Liège)
    Evaluating reading and understanding in international surveys: challenges and perspectives
    2015, Vol.XX-2, pp. 9-20

    This paper sets out to present the way reading literacy is assessed in the two main comparative studies: PIRLS (Progress in International Reading Literacy Study) and PISA (the Program for International Student Assessment). The way cognitive tests are developed is first presented in general terms (framework, selection of texts, test development, administration, quality controls, etc.). The way reading literacy is assessed in PIRLS and PISA is then described in greater detail. Finally, the paper provides an overview of the main trends in reading literacy comparative studies in nearly fifty years of existence; limitations, issues and challenges for the future are discussed.