PISA reading literacy assessment and senior high school reading literacy assessments: How do they differ?

M Zaim,Yetti Zainil,Fiona Ramadhani,Refnaldi Refnaldi

doi:10.24036/00466za0002

Abstract

The Program for International Student Assessment (PISA) is an international program assessment to evaluate and determine the education system's effectiveness by focusing on reading, mathematics, and science. This study aims to analyze the differences between PISA reading literacy assessment and senior high school reading literacy assessment in West Sumatera. Reading literacy is abilities and skills in reading needed in everyday life to develop students' knowledge and potential. The method of this study was comparative method. Data were taken from PISA reading literacy 2018, which OECD published, and reading tests made by English teachers from ten Senior High Schools in West Sumatera. In addition, this study used document analysis to collect the data. The differences between PISA reading literacy assessment and reading literacy assessment at senior high school were seen from eight indicators: cognitive process, form of text, types of text, form of test, situation, types of question, level of question, text medium, and text environment. It was found that PISA reading literacy assessment was more complex compared to reading literacy assessment at senior high school.

Highlights

Reading literacy assessment has been discussed widely by educators related to the low achievement of Indonesian students in some international literacy assessments, such as Program for International Student Assessment (PISA) and PIRLS (Chamisah, 2016; Harsiati & Priyatni, 2018; Zaim, Zainil, & Fitrawati, 2021)
The comparison between PISA reading literacy assessment and senior high school reading literacy assessment was held based on eight indicators proposed in PISA reading literacy assessment, they are cognitive process, form of text, types of text, form of test, situation, types of questions, level of questions, text medium, and text environment
PISA model of reading literacy assessment that measures general competencies of 15-year-old students in reading can be implemented in the teaching-learning process of reading at school

Summary

Introduction

Reading literacy assessment has been discussed widely by educators related to the low achievement of Indonesian students in some international literacy assessments, such as PISA and PIRLS (Chamisah, 2016; Harsiati & Priyatni, 2018; Zaim, Zainil, & Fitrawati, 2021). The result of PISA (Program for International Student Assessment) dan PIRLS (Progress in International Reading Literacy Study) indicate that Indonesian students were still in the low-level reading ability compared to other countries in the world (Prasetyo, 2017; Hasanah & Warjana, 2019; Safari, 2020; Zaim, Refnaldi, Zainil, & Irsyad, 2021). It is held every three years to measure students' ability in reading, mathematics, and science It aims to evaluate and determine the education system's effectiveness from an international perspective (Safari, 2020). Chamisah (2016) states that the PISA program may evaluate education systems of various countries, assess the extent to which students have to obtain the knowledge and skills, provide analysis, and measures characteristics of students and school.

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Conclusion