Research On Evaluation Of Literacy Ninth Graders To Read

With the rapid development of modern science and technology and formation of a lifelong learning society, everyone needs to learn new knowledge and skills to adapt to social development. And reading is a necessary in training and studying. Reading literacy is a both essential and important ability which young students must have and this literacy is the foundation for all disciplines studies. For this reason, the reading literacy has become the focus of the international education evaluation. And it was also the major part at the PISA (Pragramme for International Students Assessment) in2000and2009, which conducted by OECD (Organization for Economic Co-operation and development). PISA mainly evaluates the reading literacy of15years old students who are in the end of the compulsory education, so this paper will examine such an issue as the reform of the ninth-grade students’ reading literacy assessment.In the study, the author picked up a part of students and teachers of three Junior High Schools in Nanjing as research samples, aiming to find the current situation of the ninth-grade students’ reading literacy assessment. Through questionnaire survey with students and interviews with teachers, we found that there are following problems in the present ninth-grade students’ reading literacy assessment:mainly evaluating the reading ability, ignoring other contents; relying on written tests, paying not enough attention to qualitative evaluation methods; students not playing an active role in the assessment; the feedback of the evaluation results giving not timely. In order to solve these practical problems, the author analyses the framework, method and content of reading literacy assessment of PISA. The reading literacy assessment framework of PISA includes texts, aspects and situations, establishing a complete, objective and quantitative analysis methods, which includes the reading tests, students’ questionnaires, principals and parents’ questionnaires. It assesses the students’ reading literacy level from the following five aspects:retrieving information, forming a broad general understanding, developing an interpretation, reflecting on and evaluating the form of a text, reflecting on and evaluating content of a text.Based on the analysis of the current situation of the ninth-grade students’ reading literacy assessment and useful experience reference of reading literacy assessment of PISA, this paper proposes some suggestions for the reform of ninth-grade students’ reading literacy assessment. We should take the concepts of lifelong learning and the development of evaluation as the basic ideas of the assessment reform. Pen and paper tests of reading literacy can be improved through these four aspects:specific and clear purpose of the test, diverse and real test questions, comprehensive and scientific question types as well as professional and precise evaluation design. The four specific ideas for reform are suggested as follows:multi-dimensional content of reading literacy assessment, diverse assessment methods, different assessment subject, and effective feedback of assessment results.