PIRLS for Teachers Project Outcomes

Project Experience

PIRLS for Teachers has been designed as a knowledge exchange project between researchers and teachers, where both groups had the opportunity to learn from each other. Watch our podcasts for the researchers’ and teachers’ experiences with the project:

Click the photo on the right (–>) for ‘Dr Jenny Lenkeit on the researchers’ experience’
Click the photos on the right (–>) for the short version of  ‘Deputy Headteacher Alice Robinson on  the teachers’ experience
Click here for the long version of Alice Robinson on the teachers’ experience’

Practitioner Materials: Posters

In the months following the workshops with teachers, the team at OUCEA conducted statistical analysis with the PIRLS England data. We tried to balance teachers’ interests with what is actually available in the PIRLS data and settled on two topics that could be of interest to teachers:
(1) Fostering pupils’ motivation through after-reading-activities.   Click on the picture to view or download the poster.

(2) Supporting pupils’ reading motivation with instructional materials.  Click on the picture to view or download the poster.

We collected feedback from different professionals (e.g. teachers, teacher students, researchers) on the posters regarding the language style, clarity of the message and visual attractiveness. To ensure a wider dissemination of the posters, printed versions are distributed to 100 randomly selected schools in Oxfordshire and Berkshire.

If you would like to hear us explain the posters, click on the podcasts below:

After Reading Activities

Instructional Materials

Public Seminar 

Dr Therese N Hopfenbeck presented on the ‘Making use of international large-scale assessment data in national contexts: PIRLS for Teachers” in October 2016. To see the full podcast click here.

A review of practitioner engagement with international large-scale assessment results 

International Large-scale Assessments (ILSAs) not only assess how school pupils perform, but also gather information about how their home and school environments support learning in different subject areas. There is, however, a knowledge gap between the information provided by ILSAs, the research results that are publicly available, and what is communicated to teachers in England. This literature review provides examples of learning initiatives in various jurisdictions and can be accessed here.

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