ALIGNING NATIONAL ASSESSMENT PRACTICES WITH PIRLS FRAMEWORKS: A STUDY OF READING COMPREHENSION IN NORTH MACEDONIA

Abstract

The application of precise docimological procedures and instruments for monitoring linguistic literacy enables teachers to gather relevant information regarding student achievements and creates a solid foundation for the ongoing improvement of instructional practice. The assessment of linguistic literacy, with a specific focus on reading comprehension among primary school students, is a subject of interest in numerous international literacy studies. Macedonian students are part of the sample in the international study PIRLS (Progress in International Reading Literacy Study) for children aged 9 10.
In the 2021 assessment, Macedonian students scored 442 points, which is below the international average of 500. This served as an incentive to conduct scientific research into teaching practices within the Macedonian Language subject, aiming to identify the causes of non functional reading among Macedonian students. This paper presents a portion of the results from research on the topic: "Assessment of Reading Comprehension in Primary Education in Macedonia". The data obtained pertains to the characteristics of normative acts and existing docimological teaching practices, including methodological approaches and instruments for monitoring and assessing reading comprehension. The variables were analyzed in correlation with the PIRLS methodological framework and national curriculum standards.
Methodology: The sample consisted of 8 classes (a total of 115 students) in the fourth and fifth grades from four primary schools in Macedonia. The research involved: 1. Document analysis using an analytical checklist, targeting: (a) the curricula for the Macedonian Language subject and (b) the instruments used by teachers to assess students' linguistic literacy; 2. Participatory observation of teaching practice using a structured protocol for the participatory observation of reading comprehension.
The combined qualitative and quantitative data analysis confirmed the hypothesis: The existing docimological framework for assessing reading comprehension in the second cycle of primary education does not sufficiently meet the needs for monitoring and evaluating reading comprehension. Based on the results, key weaknesses in the docimological framework were identified, and proposed guidelines for the methodological and normative improvement of Macedonian language teaching practices were defined.