A participação de Portugal no inquérito internacional PIRLS (2011-2016)

Vítor Rosa; João Sampaio Maia; Daniela Mascarenhas

doi:10.34624/id.v13i3.25503

Authors

Vítor Rosa Universidade Lusófona, CeiED (Centro de Estudos Interdisciplinares em Educação e Desenvolvimento) https://orcid.org/0000-0002-5093-8115 (unauthenticated)
João Sampaio Maia Universidade Lusófona, CeiED (Centro de Estudos Interdisciplinares em Educação e Desenvolvimento) http://orcid.org/0000-0003-1466-1013 (unauthenticated)
Daniela Mascarenhas inED (Centro de Investigação e Inovação em Educação), Instituto Politécnico do Porto & CeiED (Centro de Estudos Interdisciplinares em Educação e Desenvolvimento) https://orcid.org/0000-0001-5854-536X (unauthenticated)

DOI:

https://doi.org/10.34624/id.v13i3.25503

Keywords:

PIRLS, Literacy, Education, Assessment

Abstract

In this article we present an analysis of the evolution trends of the performance on reading literacy of the Portuguese students of the 4th year of schooling within the scope of the international survey Progress in International Reading Literacy Study (PIRLS) (including ePIRLS in 2016), conducted by the International Association for the Evaluation of Educational Achievement (IEA), taking into account its general data and the respective data for Portugal. For this purpose, we analysed the reports and databases produced by IEA and by Instituto de Avaliação Educativa (IAVE). The results reveal that, in 2016, Portugal was in the group of participants who registered an average score higher than the central point of the PIRLS scale (500 points) but compared to 2011 that score represented a decrease. It also revealed that in 2011 girls had better achievement than boys, but that difference was practically eliminated in 2016 and that there are no significant differences between the results obtained in PIRLS and ePIRLS. Both in 2011 and in 2016, it was the Ave region that had the best results.