Standardized tasks, which establish Lithuanian fourth-formers' satisfactory text apprehension abilities
Author | Affiliation | |
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LT |
Date | Volume | Issue | Start Page | End Page |
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2012 | 10 | 3 | 89 | 101 |
URI | Access Rights |
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Žurnalo numeris | Viso teksto dokumentas (atviroji prieiga) / Full Text Document (Open Access) |
https://hdl.handle.net/20.500.12259/97222 |
The significance of core, fundamental abilities in human life is a topical problem being discussed in modern global theory and practice. Comprehension of a text being read is one of such abilities, which has impact on the success and quality of learning other subjects at school. The article shares the experience of what should the standardized tasks be in order to establish Lithuanian fourth-formers' satisfactory text apprehension abilities. Detailed inventories of the above mentioned abilities and the examples of statistically significant tasks are presented here. The research was carried out in 2011 in various Lithuanian schools and was financed by the EU structural funds(the project "Creation of standardized instruments for pupils' achievements' assessment and self-assessment applied in secondary schools, the author of the article was the manager of the Lithuanian tests' for the fourth-formers creators' work group). The product of the research is the creation of tasks, which establish the level of pupils' achievements and which show the most problematic issues of the matter. Earlier in Lithuania when assessing pupils' reading achievements, it was difficult to create tasks, which could be accomplished only by pupils with satisfactory achievements, as these tasks were either too difficult (most pupils even did not try to accomplish them) or too easy (most of the researched managed to cope with them). Present tasks, which test pupils' satisfactory reading achievements, have changed the situation completely, as most of the researched accomplish them, however, only the pupils with really high level reading abilities, manage to answer the questions correctly. The rest of the pupils, that is, those with lower text apprehension abilities, make mistakes.