literacy for the 21 st century – what will piaac mean for ireland? 23 september 2013
TRANSCRIPT
Literacy for the 21st Century – what will PIAAC mean for Ireland?
23 September 2013
Agenda
Objectives
• Provide some background to PIAAC regarding: – Its origins – Its objectives, – Features of the assessment of literacy– The presentation of results, and– Its output.
Origins
• 1980s - early 1990s– interest in literacy levels of workforce– ‘competence’ movement – Developments in large-scale testing
• Development of international adult literacy/skills surveys: – IALS (1994, 1996, 1998): 21 countries
(including Ireland in 1994)– ALL (2003, 2006): 13 countries
Origins
• Work on PIAAC began in early 2000s– Updating measures to increase relevance
to the digital world– Expansion of the range of skills about
which information collected (e.g. ‘generic’ skills)
– Interest in the ‘demand’ for skills in addition to supply
– Measurement of ‘human capital’ rather than ‘literacy’
Objectives
• Design of PIAAC finalised in 2007• Broad objectives :
– Provide high quality comparable information on the level and distribution of key information processing skills in the adult population
– Show the relationship of these skills to individual and social ‘outcomes’
– Better understand the processes through which skills are gained, maintained and lost over the lifecycle
Design features: content
• Direct assessment of key information processing skills– Literacy (including reading components), numeracy,
problem solving in technology-rich environments (PS-TRE)
– Linked to IALS and ALL in domains of literacy and numeracy
• Information on the use of literacy, numeracy and problem solving at work and elsewhere
• Information on use of a range of other generic skills at work– Interaction, organisation (self and others), learning and
physical skills
• Information on antecedents and outcomes
Links to previous adult surveys
PIAAC ALL (2003-2006) IALS (1994-1998)
Literacy (combined prose and document)
Literacy (rescaled to combine prose and document)
Literacy (rescaled to combine prose and document)
Prose literacy Prose literacy
Document literacy Document literacy
Reading components
Numeracy Numeracy
Quantitative literacy
Problem solving in technology-rich environments
Problem solving
Design features
• Target population – 16-65 year olds resident in national territory
• Sample: probability sample representative of target population
• Household survey• Computer delivery
– BQ – CAPI– Assessment - CBA
Participation
• Round 1 (2008-2013)– 24 countries– Australia, Austria, Belgium (Flanders),
Canada, Czech Republic, Denmark, Estonia, Finland, France, Germany, Ireland, Italy, Japan, Korea, Netherlands, Norway, Poland, Slovak Republic, Spain, Sweden, UK (England, Nth Ireland), US, Cyprus, Russian Federation
• Round 2 (2012-2015)– 10 countries– Chile, Greece, Indonesia, Israel, Lithuania,
New Zealand, Singapore, Slovenia, Turkey
Innovative elements
• Proficiency in information processing in ICT environments – Reading of digital texts– Problem solving in technology rich
environments
• Information regarding poor readers– Reading components
• Richer information regarding the use of skills– In particular, the use of generic skills
• Computer delivery
What is assessed?
• Literacy– Reading components
• Numeracy• Problem solving in technology-rich
environments
Literacy
• Defined as: – the ability to understand, evaluate, use and
engage with written texts to participate in society, to achieve one’s goals, and to develop one’s knowledge and potential
• Three dimensions – Content (text types)– Cognitive strategies (what one does to gain
meaning)– Context (situation in which reading takes
place)
Content
• Medium – Print-based– Digital
• Format– Continuous– Non-continuous– Mixed– Multiple
Strategies and Context
• Cognitive strategies– access and identify– integrate and interpret– evaluate and reflect
• Contexts– work-related– personal– community and society– education and training
Information on poor readers
• Reading components– Print vocabulary– Sentence comprehension– Passage fluency
• Automaticity in these elements is precondition for comprehension
Information on literacy practices
• Variety, frequency and complexity• Reading
– directions or instructions– letters, memos or e-mails– articles in newspapers, magazines or newsletters– articles in professional journals or scholarly
publications– Books– Manuals or reference materials– bills, invoices, bank statements or other
financial statements– diagrams, maps or schematics
Information on literacy practices
• Writing– letters, memos or e-mails– articles for newspapers, magazines or
newsletters– Reports– fill in forms
Reporting
• Results presented on a 500 point scale – test items and test-takers located on the
same scale– Difficulty of items– Proficiency of persons
Figure I.2.5Relationship between difficulty of assessment items and proficiency of adults on literacy,
numeracy, problem solving in technology-rich environments scalesFigure I.2.4 Foreign-born population as a % of total population
Proficiency levels
• To help interpret results the scale divided into proficiency levels
• Descriptors developed to summarise the underlying characteristics of items in each level in terms of the literacy framework
• Descriptive not normative • 6 proficiency levels in literacy
Proficiency levels
Level Score Range
Less than level 1 Lower than 176
Level 1 176-225
Level 2 226-275
Level 3 276-325
Level 4 326-375
Level 5 376 and above
Level 1
Most of the tasks at this level require the respondent to read relatively short digital or print continuous, non-continuous, or mixed texts to locate a single piece of information that is identical to or synonymous with the information given in the question or directive. Some tasks, such as those involving non-continuous texts, may require the respondent to enter personal information onto a document. Little, if any, competing information is present. Some tasks may require simple cycling through more than one piece of information. Knowledge and skill in recognising basic vocabulary determining the meaning of sentences, and reading paragraphs of text is expected.
Level 5
• At this level, tasks may require the respondent to search for and integrate information across multiple, dense texts; construct syntheses of similar and contrasting ideas or points of view; or evaluate evidence based arguments. Application and evaluation of logical and conceptual models of ideas may be required to accomplish tasks. Evaluating reliability of evidentiary sources and selecting key information is frequently a requirement. Tasks often require respondents to be aware of subtle, rhetorical cues and to make high-level inferences or use specialised background knowledge.
What will PIAAC tell us?
• Proficiency of the adult population– Comparable across countries
• Distribution of proficiency – e.g. by age, gender, education, immigration
status
• Relationship to factors influencing proficiency– E.g. education, literacy practices, adult learning
• Proficiency and outcomes– E.g. employment, unemployment, wages, health
status, trust in others
Output
• October 2013– International Report– Public use data set– Data explorer– Data analyser
• 2014-2015– Series of thematic reports
The first international report
• Skills Outlook will contain six chapters– Context: skills and trends in technology, the labour
market an society– Cross-country comparisons of the level and distribution
of adult skills– The distribution of proficiency among various socio-
demographic groups in different countries– The skill proficiency of workers and the use of their
skills in the workplace– Developing and sustaining information processing skills– The link between information processing skills and
outcomes• Readers companion
– Overview of what is measured and how the survey was implemented
Information accessible at:
http://www.oecd.org/site/piaac/
A New Approach to Further Education and
Training
Paul O’Toole, Director General, FÁS
Building Healthy Adult Skills in Ireland
Inez Bailey, Director, National Adult Literacy Agency
Building Healthy Adult Skills in Ireland
Using PIACC to achieve a shift in understanding from ...
Health of the Nation’s Skills
PIAAC – A health check on adult skills in Ireland:• Current skill levels• Skill loss• Skills mismatch
It will inform three key groups: • Policy Makers• Providers and Practitioners• People alongside other data and information.
Informing Policy Makers
Informing Providers and Practitioners
Informing People
Questions and Answers
Chaired by Richard Curran
Further information
NALASandford LodgeSandford CloseRanelaghDublin 6
Tel: (01) 412 7900
Website: www.nala.ie
Distance learning website: www.writeon.ie
http://twitter.com/nalaireland
http://facebook.com/nalaireland
http://www.youtube.com/user/nationaladultliterac