A longitudinal introspective into the text comprehension tasks of national tests and exams of the Estonian language
DOI:
https://doi.org/10.12697/eha.2018.6.1.07Keywords:
text comprehension levels and components, structure of comprehension levels, national tests and exams, oral and printed text comprehensionAbstract
Tekstimõistmise saab jaotada sõnasõnaliseks, järeldavaks ja hindavaks tasandiks, mis on üksteisega hierarhiliselt seotud. Info töötlemiseks kõrgeimal tasandil peab lugeja mõistma teksti ka teistel tasanditel. Uurimuse eesmärk on välja selgitada, kuivõrd sarnane on tekstimõistmisülesannete tasandilise jaotuse struktuur eri aastate eesti keele riiklikes taseme- ja eksamitöödes, ning teada saada, kuivõrd muutub tekstimõistmise eri tasandite ülesannete osakaal vanemates klassides. Selleks analüüsiti 2013.–2016. aasta 3. ja 6. klassi eesti keele tasemetööde ning 9. klassi eksamitööde tekstimõistmisülesandeid pikilõikeliselt (3. klassist 78 ülesannet, 6. klassist 67 ülesannet ja 9. klassist 87 ülesannet). Selgus, et sama klassi tööde tekstimõistmisülesannete tasandilise jaotuse struktuur oli aastati erinev ning eri aastatel keskenduti erinevate oskuste hindamisele. Samuti ilmnes, et kõikide aastate 3. klassi tasemetööd sisaldasid hindava tasandi ülesandeid, kuid need ülesanded puudusid 6. klassi tasemetöödest kahel aastal ja 9. klassi eksamitööst ühel aastal. Seevastu madalaima ehk sõnasõnalise tasandi ülesandeid oli kõige vähem kõikide aastate 3. klassi tasemetöödes. Kuna vanuse suurenedes paraneb õpilaste tekstimõistmine järeldaval ja hindaval tasandil, peaksid vanemate klasside taseme- ja eksamitööd sisaldama rohkem ülesandeid, mis arvestavad muutusega õpilaste tekstimõistmise arengus.
Downloads
References
Alipour, S. (2014). Metalinguistic and linguistic knowledge in foreign language learners. Theory and Practice in Language Studies, 4(12), 2640–2645. https://doi.org/10.4304/tpls.4.12.2640-2645
Basabara, D., Yovanoff, P., Alonzo, J., & Tindal, G. (2013). Examining the structure of reading comprehension: Do literal, inferential, and evaluative comprehension truly exist? Reading and Writing, 26(3), 349–379. https://doi.org/10.1007/s11145-012-9372-9
Berliner, D. (2011). Rational responses to high stakes testing: The case of curriculum narrowing and the harm that follows. Cambridge Journal of Education, 41(3), 287–302. https://doi.org/10.1080/0305764X.2011.607151
Butcher, K. R., & Kintsch, W. (2012). Text comprehension and discourse processing. In I. B. Weiner, A. F. Healy, & R. W. Proctor (Eds.), Handbook of psychology. Vol. 4: Experimental psychology (2nd ed., pp. 578–605). Somerset: Wiley. https://doi.org/10.1002/9781118133880.hop204021
Cain, K., & Oakhill, J. (2009). Reading comprehension development form 8 to 14 years: The contribution of component skills and processes. In R. K. Wagner, C. Schatschneider, & C. Phythian-Sence (Eds.), Beyond decoding: The behavioral and biological foundations of reading comprehension (pp. 143–175). New York: The Guildford Press.
Cain, K., Oakhill, J., & Lemmon, K. (2004). Individual differences in the inference of word meanings from context: The influence of reading comprehension, vocabulary knowledge, and memory capacity. Journal of Educational Psychology, 96(4), 671–681. https://doi.org/10.1037/0022-0663.96.4.671
Carretti, B., Cornoldi, C., De Beni, R., & Romanò, M. (2005). Updating in working memory: A comparison of good and poor comprehenders. Journal of Experimental Child Psychology, 91(1), 45–66. https://doi.org/10.1016/j.jecp.2005.01.005
Connor, C. M., & Al’Otaiba, S. (2008). Literacy. In M. M. Haith & J. B. Benson (Eds.), Encyclopedia of infant and early childhood development (Vol. 2, pp. 235–247). Kidlington: Elsevier. https://doi.org/10.1016/B978-012370877-9.00094-3
Cutting, L. E., & Scarborough, H. S. (2006). Prediction of reading comprehension: Relative contributions of word recognition, language proficiency, and other cognitive skills can depend on how comprehension is measured. Scientific Studies of Reading, 10(3), 277–299. https://doi.org/10.1207/s1532799xssr1003_5
Duke, N. K., & Carlisle, J. (2011). The development of comprehension. In M. L. Kamil, P. D. Pearson, E. Birr Moje, & P. P. Afflerbach (Eds.), Handbook of reading research 4 (pp. 199–229). New York, London: Routledge.
Hempenstall, K. (2013). What is the place of national assessment in the prevention and resolution of reading difficulties. Australian Journal of Learning Difficulties, 18(2), 105–121. https://doi.org/10.1080/19404158.2013.840887
Hennoste, M. (2014). Eesti keele 3. klassi tasemetööst 2014. Külastatud aadressil http://www.innove.ee/UserFiles/Tasemet%C3%B6%C3%B6d/2014/Eest%20keel/3.%20klassi%20eesti%20keele%20tasemet%C3%B6%C3%B6st%202014.pdf.
Hennoste, M. (2015). Eesti keele 6. klassi üleriigilise tasemetöö tulemused 2015. Külastatud aadressil http://www.innove.ee/UserFiles/Tasemet%C3%B6%C3%B6d/2015/6.%20klassi%20eesti%20keele%20tasemet%C3%B6%C3%B6%20anal%C3%BC%C3%BCs%202015(2).pdf.
Kaplan, D. (2013). Development of reading comprehension from middle childhood to adolescence. Written Language & Literacy, 16(2), 208–240. https://doi.org/10.1075/wll.16.2.04kap
Kibui, A. W. (2012). Reading and comprehension in the African context: A cognitive enquiry (pp. 13–71). Limuru: Zapf Chancery Publishers Africa.
Kostons, D., & van der Werf, G. (2015). The effects of activating prior topic and metacognitive knowledge on text comprehension scores. British Journal of Educational Psychology, 85(3), 264–275. https://doi.org/10.1111/bjep.12069
Kärbla, T., Uibu, K., & Männamaa, M. (2017). Eesti keele riiklike tasemetööde tekstimõistmisülesannete analüüs. Eesti Rakenduslingvistika Ühingu aastaraamat, 13, 73–87. https://doi.org/10.5128/ERYa13.05
Matthews, M. W., & Kesner, J. (2003). Children learning with peers: The confluence of peer status and literacy competence within small-group literacy events. Reading Research Quarterly, 38(2), 208–234. https://doi.org/10.1598/RRQ.38.2.3
NAEP Govering (2008). Reading framework for the 2009 National Assessment of Educational Progress. Washington: U. S. Department of Education.
Oakhill, J. V., Berenhaus, M. S., & Cain, K. (2015). Children’s reading comprehension and comprehension difficulties. In A. Pollatsek & R. Treiman (Eds.), The Oxford handbook of reading (pp. 344–360). New York: Oxford University Press.
Oakhill, J. V., & Cain, K. (2012). The precursors of reading ability in young readers: Evidence from a four-year longitudinal study. Scientific Studies of Reading, 16(2), 91–121. https://doi.org/10.1080/10888438.2010.529219
OECD (2008). Lugemisoskus. PISA 2009 raamdokument. Tallinn: Riiklik Eksami- ja Kvalifikatsioonikeskus.
Pedaste, M., Brikker, M., Rannikmäe, M., Soobard, R., Mäeots, M., & Reiska, P. (2017). Loodusvaldkonna õpitulemuste hindamine. Külastatud aadressil http://www.innove.ee/UserFiles/Organisatsioonist/ESF%20tegevused/Loodusvaldkonna%20e-hindamine.pdf.
Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41(4), 219–225. https://doi.org/10.1207/s15430421tip4104_3
Põhikooli riiklik õppekava (2011). Riigi Teataja I, 14.02.2018, 8. Külastatud aadressil https://www.riigiteataja.ee/akt/114012011001?leiaKehtiv.
Quellette, G. P. (2006). What’s meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 98(3), 554–566. https://doi.org/10.1037/0022-0663.98.3.554
Ryan, G. W., & Bernard, H. R. (2000). Data management and analysis methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 769–802). Thousand Oaks: SAGE.
Schleppegrell, M. J. (2004). Characterizing the language of schooling. In M. J. Schleppegrell (ed.), The language of schooling: A functional linguistics perspective (pp. 1–20). Mahwah: Erlbaum.
Seigneuric, A., & Ehrlich, M.-F. (2005). Contribution of working memory capacity to children’s reading comprehension: A longitudinal investigation. Reading and Writing, 18(7–9), 617–656. https://doi.org/10.1007/s11145-005-2038-0
Sweet, A. P. (2005). Assessment of reading comprehension: The RAND Reading Study Group Vision. In S. G. Paris & S. A. Stahl (Eds.), Children’s reading comprehension and assessment (pp. 3–12). Mahwah: Lawrence Erlbaum Associates.
Symons, S., MacLatchy-Gaudet, H., Stone, T. D., & Reynolds, P. L. (2001). Strategy instruction for elementary students searching informational text. Scientific Studies of Reading, 5(1), 1–33. https://doi.org/10.1207/S1532799XSSR0501_1
Tannenbaum, K. R., Torgesen, J. K., & Wagner, R. K. (2006). Relationships between word knowledge and reading comprehension in third-grade children. Scientific Studies of Reading, 10(4), 381–398. https://doi.org/10.1207/s1532799xssr1004_3
Tasemetööde ning põhikooli ja gümnaasiumi lõpueksamite ettevalmistamise ja läbiviimise ning eksamitööde koostamise, hindamise ja säilitamise tingimused ja kord ning tasemetööde, ühtsete põhikooli lõpueksamite ja riigieksamite tulemuste analüüsimise tingimused ja kord (2015). Riigi Teataja I, 18.12.2015, 12. Külastatud aadressil https://www.riigiteataja.ee/akt/118122015012.
Taylor, B. M., Pearson, P. D., Clark, K., & Walpole, S. (2000). Effective schools and accomplished teachers: Lessons about primary-grade reading instruction in low-income schools. The Elementary School Journal, 101(2), 121–165. https://doi.org/10.1086/499662
Tengberg, M. (2017). National reading tests in Denmark, Norway, and Sweden: A comparison of construct definitions, cognitive targets, and response formats. Language Testing, 34(1), 83–100. https://doi.org/10.1177/0265532215609392
Tennet, W. (2015). Understanding reading comprehension: Processes and practices. Thousand Oaks: SAGE.
Tire, G. (toim.) (2016). PISA 2015 Eesti tulemused: Eesti 15-aastaste õpilaste teadmised ja oskused matemaatikas, funktsionaalses lugemises ja loodusteadustes. Innove.
Tivnan, T., & Hemphill, L. (2005). Comparing four literacy reform models in high-poverty schools: Patterns of first-grade achievement. The Elementary School Journal, 105(5), 419–441. https://doi.org/10.1086/431885
Uibu, K., & Männamaa, M. (2014). Õpetamistegevused ja õpilaste tekstimõistmine üleminekul esimesest kooliastmest teise astmesse. Eesti Haridusteaduste Ajakiri, 2(1), 96–131. https://doi.org/10.12697/eha.2014.2.1.05
Van den Broek, P. (1997). Discovering the cement of the universe: The development of event comprehension from childhood to adulthood. In P. van den Broek, P. Bauer, & T. Bourg (Eds.), Developmental spans in event comprehension and representation: Bridging fictional and actual events (pp. 321–342). Hillsdale: Erlbaum.
Venezky, R. L. (2000). The origins of the present-day chasm between adult literacy needs and school literacy instruction. Scientific Studies of Reading, 4(1), 19–39. https://doi.org/10.1207/S1532799XSSR0401_3
Vestheim, O. P., & Lyngsnes, K. M. (2016). A study of Norwegian schools achieving good national test results. International Journal of Educational Research, 79, 1–9. https://doi.org/10.1016/j.ijer.2016.06.005
Üleriigiline tasemetöö, eesti keel, 6. klass (2013). Külastatud aadressil http://haridusinfo.innove.ee/et/yldharidus/tasemetood/tasemetoode-materjalid/tasemetood-2013.
Üleriigiline tasemetöö, eesti keel, 6. klass (2014). Külastatud aadressil http://haridusinfo.innove.ee/et/yldharidus/tasemetood/tasemetoode-materjalid/tasemetood-2014.
Downloads
Published
How to Cite
Issue
Section
License
The authors who publish in Eesti Haridusteaduste Ajakiri. Estonian Journal of Education agree to the following terms:
- This journal provides immediate open access to its content. All the articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
- Authors grant the journal right of (1) first publication and distribution of the article, (2) making it available to public, (3) public presentation.
- Authors have the right to enter into separate contractual arrangements for posting the article to an institutional repository or publish it in a book with an acknowledgement of its initial publication in this journal.
- Authors are permitted to post citations from their work online (e.g. on their website) with an acknowledgement of its initial publication in this journal (see Open Access).