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1

AKO (NE)TESTUJEME ČÍTANIE S POROZUMENÍM – ČITATEĽSKÁ GRAMOTNOSŤ NA POZADÍ INTERPRETAČNEJ KOMPETENCIE

100%
Soóky R.
Slovenská reč (Slovak Language)
|
2020
|
vol. 85
|
issue 3
338 – 360
EN
The paper discusses reading literacy and its ways of measurement. On the background of changing approaches to (reading) literacy, the author points to the reality that current method of reading literacy assessments in the Slovak school-leaving exam’s external part (of Slovak language and literature at High schools) is not quite as efficient as it could be. The cause lies in the generous proportion of testing items focused on text samples meaning identification instead of on critical reading measuring. Another reason is the direction of thinking about reading literacy, which prioritizes rigorous measures of formal logic before pragmatics. The author suggests considering a widening number of tasks in interpretative competency’s weightage and incorporating samples of administrative texts into the test.
2

MEZINÁRODNÍ VÝZKUMY ČTENÁŘSKÉ GRAMOTNOSTI U DĚTÍ (PISA) A DOSPĚLÝCH (PIAAC) JAKO VÝZVA PRO UČITELE I VEŘEJNOST

86%
Kadúchová P., Vicherková D.
Motus in verbo: časopis mladej vedeckej generácie
|
2015
|
vol. 4
|
issue 2
44 – 57
EN
The study deals with the reflection of a parallel interpretation of the results of the international survey of reading literacy among fifteen year old pupils (PISA) and the adult population (PIAAC). In the present work possible key issues in the field of literacy in Czech population are identified. The results worse than European standard, which were reflected in the youngest age group surveyed are also discussed, further the issue of different levels of literacy among the adult population is defined (with a focus on defining the border selected a specific category of research sample of readers. PISA deals with fifteen year old students of elementary school, the survey PIAAC deals with a group of sixteen to twenty-four year old readers). The main objective of this study is to reflect on the possibilities of linking the outputs of both readership surveys, such as functional literacy and school practice in our Czech environment.
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