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pdfPROGRESS IN INTERNATIONAL READING LITERACY
STUDY (PIRLS 2021) MAIN STUDY RECRUITMENT AND
FIELD TEST
OMB# 1850-0645 v.14
(Carried over from v. 13)
APPENDIX C2
PIRLS 2021 Field Test Questionnaires (U.S.-adapted Versions)
National Center for Education Statistics (NCES)
U.S. Department of Education
Institute of Education Sciences (IES)
Washington, DC
March 2020
(No change since October 2019)
APPENDIX C2: PIRLS 2021 FIELD TEST QUESTIONNAIRES
(US Versions)
APPENDIX C2 TABLE OF CONTENTS
A. School Questionnaire for the 2021 Field Test (US)..................................................................C03
B. Teacher Questionnaire for the 2021 Field Test (US)...............................................................C22
C. Student Questionnaire for the 2021 Field Test (US).................................................................C55
The International Association for the Evaluation of Education Achievement (IEA) has released the final
international versions of the PIRLS 2021 field test questionnaires and, at the time of this submission, is in the
process of reviewing and approving the adaptations to be made by individual countries, including to the U.S.
versions of the field test questionnaires. This Appendix C2 provides the draft U.S. versions of the PIRLS 2021
field test questionnaires to be administered in spring 2020 (consisting of the final international versions with the
U.S. adaptations proposed by NCES to IEA for IEA’s review and approval). The U.S. expects these draft
versions to be approved by the IEA and considered final; however, if the final, U.S. adapted versions of the
PIRLS 2021 field test questionnaires will differ from those provided in this appendix, the final versions will be
submitted to OMB for approval, in revised Appendices C1 and C2, as a change request in December 2019.
Appendix C1 lists the changes that were made to the PIRLS 2021 field test questionnaire from the last round of
PIRLS (PIRLS 2016 main study) in the U.S.-adapted versions.
Appendix C.2 - Page C2
Identification Label
PROGRESS IN INTERNATIONAL READING LITERACY STUDY
School Questionnaire
Grade 4
National Center for Education Statistics
Institute of Education Sciences
550 12th Street, SW
Washington, DC 20202, USA
Field Test Version
The National Center for Education Statistics (NCES) is authorized to conduct this study under the Education Sciences Reform Act of
2002 (ESRA 2002, 20 U.S.C. §9543), and to collect students’ education records from educational agencies or institutions for the
purpose of evaluating federally supported education programs under the Family Educational Rights and Privacy Act (FERPA, 34 CFR
§§ 99.31(a)(3)(iii) and 99.35). All of the information you provide may be used only for statistical purposes and may not be disclosed, or
used, in identifiable form for any other purpose except as required by law (20 U.S.C. §9573 and 6 U.S.C. §151).
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such
collection displays a valid OMB control number. The valid OMB control number for this voluntary information collection is 1850-0645.
The time required to complete this information collection is estimated to average 40 minutes per principal, including the time to review
instructions, search existing data resources, gather the data needed, and complete and review the survey. If you have any comments
or concerns regarding the accuracy of the time estimate(s), suggestions for improving the form, or questions about the status of your
individual submission of this form, write directly to: Progress in International Reading Literacy Study (PIRLS), National Center for
Education Statistics, Potomac Center Plaza, 550 12th Street, SW, 4th floor, Washington, DC 20202.
OMB No. 1850-0645, Approval Expires 04/30/2022.
Appendix C.2 - Page C3
Your school has agreed to participate in PIRLS (Progress in International Reading Literacy Study) 2021, an
educational research project sponsored by the International Association for the Evaluation of Educational
Achievement (IEA). PIRLS measures trends in student achievement in reading and studies differences in
national education systems in almost 60 countries in order to help improve teaching and learning worldwide.
This questionnaire is addressed to school principals and department heads who are asked to supply
information about their schools. Since your school has been selected as part of a nationwide sample, your
responses are very important in helping to describe primary/elementary education in the United States.
It is important that you answer each question carefully so that the information provided reflects the situation in
your school as accurately as possible. Some of the questions will require that you look up school records, so
you may wish to arrange for the assistance of another staff member to help provide this information.
Since PIRLS is an international study and all countries are using the same questionnaire, you may find
that some of the questions seem unusual or are not entirely relevant to you or schools in the United States.
Nevertheless, it is important that you do your best to answer all of the questions so comparisons can be made
across countries in the study.
NCES is authorized to collect information from this questionnaire under the Education Sciences Reform
Act of 2002 (ESRA 2002, 20 U.S.C. §9543), and to collect students’ education records from educational
agencies or institutions for the purpose of evaluating federally supported education programs under the Family
Educational Rights and Privacy Act (FERPA, 34 CFR §§ 99.31(a)(3)(iii) and 99.35). You do not have to provide
the information requested. However, the information you provide will help the U.S. Department of Education’s
ongoing efforts to understand better how the educational system in the United States compares to that in other
countries. There are no penalties should you choose not to participate in this study. All of the information you
provide may be used only for statistical purposes and may not be disclosed, or used, in identifiable form for
any other purpose except as required by law (20 U.S.C. §9573 and 6 U.S.C. §151). Your responses will be
combined with those from other participants to produce summary statistics and reports. This survey is
estimated to take an average of 40 minutes, including time for reviewing instructions, and completing and
reviewing the collection of information. An agency may not conduct or sponsor, and a person is not required to
respond to, a collection of information unless it displays a currently valid OMB control number.
Send comments regarding this burden estimate or any other aspect of this collection of information, including
suggestions for reducing burden to: Progress in International Reading Literacy Study (PIRLS), National Center
for Education Statistics, Potomac Center Plaza (PCP), 550 12th St., SW, 4th floor, Washington, DC 20202.
Thank you.
Appendix C.2 - Page C4
School Enrollment and Characteristics
1
What is the total enrollment of students in your school as of March 1, 2020?
_____________ students
Type in the number.
2
What is the enrollment of fourth-grade students in your school as of March 1, 2020?
_____________ students
Type in the number.
3
Approximately what percentage of students in your school have the following backgrounds?
Click one circle for each row.
0 to 10%
11 to 25%
26 to 50%
More than 50%
a) Come from economically disadvantaged homes
A
A
A
A
b) Come from economically affluent homes
A
A
A
A
Appendix C.2 - Page C5
4
A. Approximately what percentage of students in your school have English as their native language?
Click one circle only.
More than 90%
A
76 to 90%
A
51 to 75%
A
26 to 50%
A
25% or less
A
B. Of the students currently enrolled in your school, what percentage have been identified as
limited-English proficient (LEP)/English Language Learners (ELL)?
Click one circle only.
0%
A
1 to 5%
A
6 to 10%
A
11 to 25%
A
26 to 50%
A
51 to 75%
A
76 to 90%
A
Over 90%
A
Appendix C.2 - Page C6
5
A. How many people live in the city, town, or area where your school is located?
Click one circle only.
More than 500,000 people
A
100,001 to 500,000 people
A
50,001 to 100,000 people
A
30,001 to 50,000 people
A
15,001 to 30,000 people
A
3,001 to 15,000 people
A
3,000 people or fewer
A
B. Which best describes the immediate area in which your school is located?
Click one circle only.
Urban–Densely populated
A
Suburban–On fringe or
outskirts of urban area
A
Medium size city or large town
A
Small town or village
A
Remote rural
A
C. Which best characterizes the average income level of the population in the school's immediate area?
Click one circle only.
High
A
Medium
A
Low
A
Appendix C.2 - Page C7
6
What type of school is this?
Click one circle only.
Regular public school
A
A regular public school with a magnet program
A
A magnet school or school with a special program
emphasis (e.g., Montessori, science/math school,
performing arts school, talented/gifted school, foreign
language immersion school, etc.)
A
Special education: a school that primarily serves
students with disabilities
A
Alternative: a school designed to address the needs
of students, typically at risk of educational failure,
which cannot be met in regular schools
A
Vocational
A
Charter School
A
Private (independent)
A
Private (religiously affiliated)
A
Other
A
7
Around the first of October 2019, what percentage of students at this school were eligible to receive
free or reduced-price lunches through the National School Lunch Program?
_____________ percentage of students
Type in the number.
Appendix C.2 - Page C8
Instructional Time
8
For the fourth-grade students in your school:
A. How many days per year is your school open for instruction?
__________ days
Type in the number.
B. What is the total instructional time, excluding breaks, in a typical day?
__________ minutes
Type in the number of minutes per day.
Please convert the number of hours into minutes.
C. In one calendar week, how many days is the school open for instruction?
Click one circle only.
6 days
A
5 1/2 days
A
5 days
A
4 1/2 days
A
4 days
A
Other
A
Appendix C.2 - Page C9
Resources and Technology
9
A.
Does your school have a school library?
Click one circle only.
Yes
A
No
A
(If No, go to question #10)
If Yes,
B.
Approximately how many books (print) with different titles does your school library have (exclude
magazines and periodicals)?
Click one circle only.
C.
2,000 books or fewer
A
More than 2,000 books
A
Can students borrow print or digital materials from the library to take home?
Click one circle only.
Yes
A
No
A
10
Does your school provide students access to digital learning resources (e.g., books, videos)?
Click one circle only.
Yes
A
No
A
Appendix C.2 - Page C10
11
How many computers (including tablets) does your school have for use by fourth-grade students?
___________ computers
Type in the number.
Appendix C.2 - Page C11
12
How much is your school’s capacity to provide instruction affected by a shortage or inadequacy
of the following?
Click one circle for each row.
Not at all
A little
Some
A lot
A. General School Resources
a) Instructional materials (e.g., textbooks)
A
A
A
A
b) Supplies (e.g., papers, pencils, materials)
A
A
A
A
c) School buildings and grounds
A
A
A
A
d) Heating/cooling and lighting systems
A
A
A
A
e) Instructional space (e.g., classrooms)
A
A
A
A
f) Technologically competent staff
A
A
A
A
g) Technology and media resources to support
teaching
A
A
A
A
i) Resources for students with learning disabilities
A
A
A
A
A
A
A
A
j) Internet connection
A
A
A
A
a) Teachers with a specialization in reading
A
A
A
A
b) Computer software/ applications for reading
instruction
A
A
A
A
c) Library resources (books, ebooks, magazines, etc.) A
A
A
A
d) Instructional materials for reading (e.g.,
reading series, textbooks)
A
A
A
h) Technology and media resources to support
student learning and expression
B. Resources for Reading Instruction
Appendix C.2 - Page C12
A
School Emphasis on Academic Success
13
How would you characterize each of the following within your school?
Click one circle for each row.
Very high
High
Medium
Low
Very low
a) Teachers’ understanding of
the school’s curricular goals
A
A
A
A
A
b) Teachers’ degree of
success in implementing
the school’s curriculum
A
A
A
A
A
c) Teachers’ expectations
for student achievement
A
A
A
A
A
d) Teachers’ ability to
inspire students
A
A
A
A
A
e) Collaboration between
school leadership and
teachers to plan instruction
A
A
A
A
A
f) Parental involvement
in school activities
A
A
A
A
A
g) Parental commitment to
ensure that students are
ready to learn
A
A
A
A
A
h) Parental expectations for
student achievement
A
A
A
A
A
i) Parental support for
student achievement
A
A
A
A
A
j) Students’ desire to do
well in school
A
A
A
A
A
k) Students’ ability to reach
Appendix C.2 - Page C13
school’s academic goals
l) Students’ respect for
classmates who excel academically
Appendix C.2 - Page C14
A
A
A
A
A
A
A
A
A
A
School Discipline and Safety
14
To what degree is each of the following a problem among fourth-grade students in your school?
Click one circle for each row.
Not a problem
Minor problem
Moderate problem
Serious problem
a) Arriving late at school
A
A
A
A
b) Absenteeism (i.e.,
unjustified absences)
A
A
A
A
c) Classroom disturbance
A
A
A
A
d) Cheating
A
A
A
A
e) Profanity
A
A
A
A
f) Vandalism
A
A
A
A
g) Theft
A
A
A
A
h) Intimidation or verbal abuse
among students (including
texting, emailing, etc.)
A
A
A
A
i) Physical fights among
students
A
A
A
A
j) Intimidation or verbal abuse
of teachers or staff (including
texting, emailing, etc.)
A
A
A
A
Appendix C.2 - Page C15
Teachers In Your School
15
In your school, are any of the following used to evaluate the practice of fourth-grade teachers?
Click one circle for each row.
Yes
No
a)Observations by the principal or senior staff
A
A
b)Observations by inspectors or other persons external to the school
A
A
c) Student achievement
A
A
d) Teacher peer review
A
A
Appendix C.2 - Page C16
Students' Literacy Readiness
16
About how many of the students in your school have basic literacy skills (e.g., can write letters of the
alphabet, write sentences) when they begin the first grade of primary/elementary school?
Click one circle only.
Less than 25%
A
25 -50%
A
51 -75%
A
More than 75%
A
Appendix C.2 - Page C17
Reading in Your School
17
At which grade do the following reading skills and strategies first receive a major emphasis in
instruction in your school?
Click one circle for each row.
First grade or earlier
Second grade
Third grade
Fourth grade
Not in these grades
a) Knowing letters of the alphabet
A
A
A
A
A
b) Knowing letter-sound relationships
A
A
A
A
A
c) Reading words
A
A
A
A
A
d) Reading isolated sentences
A
A
A
A
A
e) Reading connected text
A
A
A
A
A
f) Locating information within the text
A
A
A
A
A
g) Identifying the main idea of a text
A
A
A
A
A
h) Explaining or supporting
understanding of a text
A
A
A
A
A
i) Comparing a text with personal experience
A
A
A
A
A
j) Comparing different texts
A
A
A
A
A
k) Making predictions about what will happen next in
a text
A
A
A
A
A
l) Making generalizations and drawing inferences
based on a text
A
A
A
A
A
m) Evaluating and critiquing the style or structure of a
text
A
A
A
A
A
n) Determining the author’s perspective or intention
A
A
A
A
A
Appendix C.2 - Page C18
Principal Experience and Education
18
By the end of this school year, how many years will you have been a principal altogether?
_____________ years
Please round to the nearest whole number.
19
By the end of this school year, how many years will you have been a principal at this school?
_____________ years
Please round to the nearest whole number.
20
What is the highest level of formal education you have completed?
Click one circle only.
Did not complete a 4-year college or university degree
(i.e. Bachelor's degree)
A
Completed a 4-year college or university degree
(i.e. Bachelor's degree)
A
Completed a Master's degree, postgraduate certificate
program (e.g. teaching), or professional degree
(e.g. law, medicine, dentistry)
A
Completed a doctorate (Ph.D. or Ed.D.)
A
Appendix C.2 - Page C19
21
Do you hold the following qualifications or credentials in educational leadership?
Click one circle for each row.
Yes
No
a) A Certificate or License
A
A
b) A Master's degree, postgraduate certificate
program (e.g., teaching), or professional degree
(e.g., law, medicine, dentistry)
A
A
c) A doctorate (Ph.D. or Ed.D.)
A
A
Thank You
Thank you for the thought, time, and effort you have put into completing this questionnaire.
Appendix C.2 - Page C20
Grade 4
Appendix C.2 - Page C21
Identification Label
PROGRESS IN INTERNATIONAL READING LITERACY STUDY
Teacher Questionnaire
Grade 4
National Center for Education Statistics
Institute of Education Sciences
550 12th Street, SW
Washington, DC 20202, USA
Field Test Version
The National Center for Education Statistics (NCES), within the U.S. Department of Education, conducts PIRLS in the United States as
authorized by the Education Sciences Reform Act of 2002 (ESRA 2002, 20 U.S.C. §9543), and to collect students’ education records
from educational agencies or institutions for the purpose of evaluating federally supported education programs under the Family
Educational Rights and Privacy Act (FERPA, 34 CFR §§ 99.31(a)(3)(iii) and 99.35). All of the information you provide may be used only
for statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose except as required by law (20
U.S.C. §9573 and 6 U.S.C. §151).
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number. The valid OMB control number for this voluntary information collection is 1850-0645 The
time required to complete this information collection is estimated to average 40 minutes per teacher, including the time to review
instructions, search existing data resources, gather the data needed, and complete and review the survey. If you have any comments
or concerns regarding the accuracy of the time estimate(s), suggestions for improving the form, or questions about the
status of your individual submission of this form, write directly to: Progress in International Reading Literacy Study (PIRLS), National
Center for Education Statistics, Potomac Center Plaza, 550 12th Street, SW, 4th floor, Washington, DC 20202
OMB No. 1850-0645, Approval Expires 04/30/2022.
Appendix C.2 - Page C22
Your school has agreed to participate in PIRLS (Progress in International Reading Literacy Study) 2021, an
educational research project sponsored by the International Association for the Evaluation of Educational
Achievement (IEA). PIRLS measures trends in student achievement in reading and studies differences in
national education systems in almost 60 countries in order to help improve teaching and learning worldwide.
This questionnaire is addressed to teachers of fourth-grade students, and seeks information about
teachers’ academic and professional backgrounds, classroom resources, instructional practices, and attitudes
toward teaching. Since your class has been selected as part of a nationwide sample, your responses are very
important in helping to describe primary/elementary education in the United States.
Some of the questions in the questionnaire refer to the “PIRLS class” or “this class.” This is the class
that is identified on the front of this booklet, and which will be tested as part of PIRLS in your school. If you
teach some but not all of the students in the PIRLS class, please think only of the students that you teach
when answering these class-specific questions. It is important that you answer each question carefully so that
the information that you provide reflects your situation as accurately as possible.
Since PIRLS is an international study and all countries are using the same questionnaire, you may
find that some of the questions seem unusual or are not entirely relevant to you or schools in the United
States. Nevertheless, it is important that you do your best to answer all of the questions so comparisons can
be made across countries in the study.
NCES is authorized to collect information from this questionnaire under the Education Sciences
Reform Act of 2002 (ESRA 2002, 20 U.S.C. §9543), and to collect students’ education records from
educational agencies or institutions for the purpose of evaluating federally supported education programs
under the Family Educational Rights and Privacy Act (FERPA, 34 CFR §§ 99.31(a)(3)(iii) and 99.35). You do
not have to provide the information requested. However, the information you provide will help the U.S.
Department of Education’s ongoing efforts to understand better how the educational system in the United
States compares to that in other countries. There are no penalties should you choose not to participate in this
study. All of the information you provide may be used only for statistical purposes and may not be disclosed, or
used, in identifiable form for any other purpose except as required by law (20 U.S.C. §9573 and 6 U.S.C.
§151). Your responses will be combined with those from other participants to produce summary statistics and
reports. This survey is estimated to take an average of 40 minutes, including time for reviewing instructions,
and completing and reviewing the collection of information. An agency may not conduct or sponsor, and a
person is not required to respond to, a collection of information unless it displays a currently valid OMB control
number.
Send comments regarding this burden estimate or any other aspect of this collection of information, including
suggestions for reducing burden to: Progress in International Reading Literacy Study (PIRLS), National Center
for Education Statistics, Potomac Center Plaza (PCP), 550 12th St., SW, 4th floor, Washington, DC 20202.
Thank you.
Appendix C.2 - Page C23
About You
1
By the end of this school year, how many years will you have been teaching altogether?
_____________ years
Please round to the nearest whole number.
2
Which of these describes you?
Click one circle only.
Female
A
Male
A
Other
A
3
How old are you?
Click one circle only.
Under 25
A
25–29
A
30–39
A
40–49
A
50–59
A
60 or more
A
Appendix C.2 - Page C24
4
What is the highest level of formal education you have completed?
Click one circle only.
Did not complete high school
A
Completed high school
A
(If you have not completed more than high school, go to question #6)
Completed a 2-year college or university degree (i.e., Associate's degree)
A
Completed a 4-year college or university degree (i.e., Bachelor's degree)
A
Completed a Master's degree, postgraduate certificate program (e.g., teaching),
or professional degree (e.g., law, medicine, dentistry)
A
Completed a doctorate (Ph.D. or Ed.D)
A
5
A. During your college or university education, what was your major or main area(s) of study?
Click one circle for each row.
Yes
No
a)Education—Primary/Elementary
A
A
b)Education—Secondary
A
A
c) English
A
A
d)Other
A
A
Appendix C.2 - Page C25
B. As part of your formal education and/or training, to what extent did you study the following areas?
Click one circle for each row.
Not at all
Overview or introduction to topic
It was an area of emphasis
a) English
A
A
A
b) Literature
A
A
A
c) Pedagogy/teaching reading
A
A
A
d) Educational psychology
A
A
A
e) Learning support
A
A
A
f) Reading theory
A
A
A
g) Special education
A
A
A
h) Second language learning
A
A
A
i) Assessment methods
in reading
A
A
A
j) Early childhood education
A
A
A
k) Digital literacies
A
A
A
Appendix C.2 - Page C26
6
How often do you read for enjoyment?
Click one circle only.
Every day or almost every day
A
Once or twice a week
A
Once or twice a month
A
Never or almost never
A
7
A. In the past two years, have you participated in formal professional development in reading (e.g.,
workshops, seminars, lesson studies)?
Click one circle for each row.
Yes
No
a)Teaching reading
comprehension skills
or strategies
A
A
b)Integrating literacies
across the curriculum
A
A
c) Addressing students’
language needs in
teaching reading
A
A
d)Integrating technology
into reading instruction
A
A
e)Instruction related to
digital literacies
A
A
f) Addressing differentiation
of instruction for students’
needs and interests
A
A
g)Assessing students’
reading
A
A
Appendix C.2 - Page C27
B. How would you prioritize your need for future professional development?
Click one circle for each row.
High
Medium
Low
a)Teaching reading
comprehension skills
or strategies
A
A
A
b)Integrating literacies
across the curriculum
A
A
A
c) Addressing students’
language needs in
teaching reading
A
A
A
d)Integrating technology
into reading instruction
A
A
A
e)Instruction related to
digital literacies
A
A
A
f) Addressing differentiation
of instruction for students’
needs and interests
A
A
A
g)Assessing students’
reading
A
A
A
Appendix C.2 - Page C28
8
How helpful is each type of professional development?
Click one circle for each row.
Helpful
Somewhat helpful
Not helpful
a) Workshops
A
A
A
b) Seminars
A
A
A
c) Access to a mentor
(e.g., literacy coach)
A
A
A
d) Teacher professional
learning communities
A
A
A
e) Online professional
development
A
A
A
Appendix C.2 - Page C29
9
To what extent are each of these a disincentive to participate in professional development?
Click one circle for each row.
Not at all
Some
A lot
a) Financial costs
A
A
A
b) Time conflicts
A
A
A
c) Content is not relevant
A
A
A
d) Lack of support from
school administrators
A
A
A
Appendix C.2 - Page C30
School Emphasis on Academic Success
10
How would you characterize each of the following within your school?
Click one circle for each row.
Very high
High
Medium
Low
Very low
a) Teachers’ understanding of
the school’s curricular goals
A
A
A
A
A
b) Teachers’ degree of
success in implementing
the school’s curriculum
A
A
A
A
A
c) Teachers’ expectations
for student achievement
A
A
A
A
A
d) Teachers’ ability to
inspire students
A
A
A
A
A
e) Collaboration between school
leadership and teachers to
plan instruction
A
A
A
A
A
f) Parental involvement
in school activities
A
A
A
A
A
g) Parental commitment to
ensure that students are
ready to learn
A
A
A
A
A
h) Parental expectations for
student achievement
A
A
A
A
A
i) Parental support for
student achievement
A
A
A
A
A
j) Students’ desire to do
well in school
A
A
A
A
A
k) Students’ ability to reach
school’s academic goals
A
A
A
A
A
Appendix C.2 - Page C31
l) Students’ respect for
classmates who excel academically
Appendix C.2 - Page C32
A
A
A
A
A
School Environment
11
Thinking about your current school, indicate the extent to which you agree or disagree with each of the
following statements.
Click one circle for each row.
Agree a lot
Agree a little
Disagree a little
Disagree a lot
a) This school is located in
a safe neighborhood
A
A
A
A
b) I feel safe at this school
A
A
A
A
c) This school’s security policies
and practices are sufficient A
A
A
A
d) The students behave in an
orderly manner
A
A
A
A
e) The students are respectful
of the teachers
A
A
A
A
f) The students respect
school property
A
A
A
A
g) This school has clear rules
about student conduct
A
A
A
A
h) This school’s rules are
enforced in a fair and
consistent manner
A
A
A
A
i) The students are respectful
of each other
A
A
A
A
Appendix C.2 - Page C33
About Being a Teacher
12
How often do you feel the following way
about being a teacher?
Click one circle for each row.
Very often
Often
Sometimes
Never or almost never
a) I am content with my
profession as a teacher
A
A
A
A
b) I find my work full of
meaning and purpose
A
A
A
A
c) I am enthusiastic
about my job
A
A
A
A
d) My work inspires me
A
A
A
A
e) I am proud of the work I do
A
A
A
A
f) I feel appreciated as
a teacher
A
A
A
A
Appendix C.2 - Page C34
About Teaching Reading to the PIRLS class
13
A. How many students are in this class?
_____________ students
Type in the number.
B. How many of the students in question #13a are in
fourth grade?
_____________ fourth-grade students
Type in the number.
14
A. How many fourth-grade students experience difficulties understanding spoken English?
_____________ students in this class
Type in the number.
B. How many fourth-grade students experience difficulties in reading?
_____________ students in this class
Type in the number.
Appendix C.2 - Page C35
15
In your view, to what extent do the following limit how you teach this class?
Click one circle for each row.
Not at all
Some
A lot
a) Students lacking prerequisite
knowledge or skills
A
A
A
b) Students suffering from
lack of basic nutrition
A
A
A
c) Students suffering from
not enough sleep
A
A
A
d) Students absent from class
A
A
A
e) Disruptive students
A
A
A
f) Uninterested students
A
A
A
g) Students with mental,
emotional, or psychological
impairment
A
A
A
h) Students needing extra
support in reading
A
A
A
16
In a typical week, how much time do you spend on English language instruction and/or activities with
the students?
Include instruction or activities in reading, writing, speaking, listening, literature, and other language skills.
_____________ minutes per week
Type in the number of minutes per week.
Please convert the number of hours into minutes.
Appendix C.2 - Page C36
17
Regardless of whether or not you have formally scheduled time for reading instruction, in a typical
week about how much time do you spend on reading instruction and/or activities with the
students?
Include things you do across curriculum areas and
during formally scheduled time for reading instruction.
_____________ minutes per week
Type in the number of minutes per week.
Please convert the number of hours into minutes.
18
When you have reading instruction and/or do reading activities, how often do you organize students in
the following ways?
Click one circle for each row.
Always or almost always
Often
Sometimes
Never
a) I teach reading as a
whole-class activity
A
A
A
A
b) I create same-ability groups
A
A
A
A
c) I create mixed-ability groups
A
A
A
A
d) I use individualized
instruction for reading
A
A
A
A
e) Students work independently
on an assigned plan or goal
A
A
A
A
Appendix C.2 - Page C37
19
When you have reading instruction and/or do reading activities with the students, how often do you
have the students read the following types of text (in print or digitally)?
Click one circle for each row.
Every day or almost every day
Once or twice a week
Once or twice a month
Never or almost never
A. Literary Reading Materials
a) Short stories (e.g., fables, fairy
tales, action stories, science
fiction, detective stories)
A
A
A
A
b) Longer fiction books with chapters
A
A
A
A
c) Plays
A
A
A
A
d) Poems/poetry
A
A
A
A
a) Nonfiction subject area books or textbooks
A
A
A
A
b) Longer nonfiction books with chapters
A
A
A
A
c) Nonfiction articles that describe and explain
about things, people, events, or how things work
(e.g., newspaper articles, brochures)
A
A
A
A
d) Non-continuous texts (e.g., diagrams, maps,
illustrations, photographs, tables)
A
A
A
A
B. Informational Reading
Materials
Appendix C.2 - Page C38
20
When you have reading instruction and/or do reading activities with the students, how often do you do
the following?
Click one circle for each row.
Every day or almost every day
Once or twice a week
Once or twice a month
Never or almost never
a) Read aloud to students
A
A
A
A
b) Ask students to read aloud
A
A
A
A
c) Ask students to read silently
on their own
A
A
A
A
d) Teach students strategies for
decoding sounds and words
A
A
A
A
e) Teach students new
vocabulary systematically
A
A
A
A
f) Provide opportunities for
students to develop fluency
A
A
A
A
Appendix C.2 - Page C39
21
How often do you do the following in teaching reading to this class?
Click one circle for each row.
Every or almost every lesson
About half the lessons
Some lessons
Never
a) Provide reading materials
that match the students’
interests
A
A
A
A
b) Provide materials that are
appropriate for the reading
levels of individual students
A
A
A
A
c) Link new content to
students’ prior knowledge
A
A
A
A
d) Encourage students to
deepen their understandings
of the text
A
A
A
A
e) Encourage student discussions
of texts
A
A
A
A
f) Encourage students to
challenge the opinion
expressed in the text
A
A
A
A
g) Encourage students to
read texts with multiple
perspectives
A
A
A
A
h) Give students time to read
books of their own choosing
A
A
A
A
i) Give individualized feedback
to each student
A
A
A
A
Appendix C.2 - Page C40
22
How often do you ask the students to do the following things to help develop reading comprehension
skills or strategies?
Click one circle for each row.
Every day or almost every day
Once or twice a week
Once or twice a month
Never or almost never
a) Locate information within
the text
A
A
A
A
b) Identify the main ideas
of what they have read
A
A
A
A
c) Explain or support their
understanding with text
evidence
A
A
A
A
d) Compare what they have
read with experiences they
have had
A
A
A
A
e) Compare what they have
read with other things they
have read
A
A
A
A
f) Make predictions about
what will happen next in the
text they are reading
A
A
A
A
g) Make generalizations and
draw inferences based on
what they have read
A
A
A
A
h) Evaluate and critique the style
or structure of the text they
have read
A
A
A
A
i) Determine the author’s
perspective or intention
A
A
A
A
j) Self-monitor their reading
(e.g., recognize when they
don’t understand)
A
A
A
A
Appendix C.2 - Page C41
k)Use skimming or scanning
strategies
Appendix C.2 - Page C42
A
A
A
A
23
After students have read something, how often do you ask them to do the following?
Click one circle for each row.
Every day or almost every day
Once or twice a week
Once or twice a month
Never or almost never
a) Write something about or
in response to what they
have read
A
A
A
A
b) Answer oral questions
about or orally summarize
what they have read
A
A
A
A
c) Talk with each other about
what they have read
A
A
A
A
d) Take a written quiz or test
about what they have read
A
A
A
A
e) Create a multi-modal
response (e.g., image, audio,
text, video, performance)
A
A
A
A
Appendix C.2 - Page C43
Computer and Library Resources
24
A. Do the students in this class ever have digital devices (desktop computers, laptops, or tablets)
available to use during reading instruction?
Click one circle only.
Yes
A
No
A
(If No, go to question #25)
If Yes,
B. What access do the students have to digital devices?
Click one circle for each row.
Yes
No
a)The school provides each student with
a digital device
A
A
b)The class has digital devices that students
can share
A
A
c) The school has digital devices that the class
can use sometimes
A
A
d)Students bring their own digital devices
A
A
C. How confident are you using digital devices in your instruction?
Click one circle only.
Very confident
A
Confident
A
Somewhat confident
A
Not confident
A
(continued)
Appendix C.2 - Page C44
(continued)
24
D. How often do you use digital devices during reading activities to support learning for:
Click one circle for each row.
Every day or almost every day
Once or twice a week
Once or twice a month
Never or almost never
a) Whole class
A
A
A
A
b) Low-performing students
A
A
A
A
c) High-performing students
A
A
A
A
d) Students with special needs
A
A
A
A
E. How often do you have students use digital devices during reading instruction?
Click one circle for each row.
Every day or almost every day
Once or twice a week
Once or twice a month
Never or almost never
a) Ask students to read
digital texts
A
A
A
A
b) Teach students strategies
for reading digital texts
A
A
A
A
c) Teach students to be
critical when reading on
the Internet
A
A
A
A
d) Ask students to look up
facts and definitions
A
A
A
A
e) Ask students to do a research
project on a particular topic
or problem
A
A
A
A
Appendix C.2 - Page C45
f) Ask students to write
stories or other texts
A
A
A
A
g) Ask students to create
a presentation or
communication (e.g., video)
A
A
A
A
Appendix C.2 - Page C46
25
A. Do you have a library or reading corner in your classroom?
Click one circle only.
Yes
A
No
A
(If No, go to question #26)
If Yes,
B. About how many books with different titles are in your classroom library?
Click one circle only.
0–25
A
26–50
A
51–100
A
More than 100
A
C. About how many magazines with different titles are in your classroom library?
Click one circle only.
0
A
1–2
A
3–5
A
More than 5
A
D. How often do you give the students in your class time to use the classroom library or reading
corner?
Click one circle only.
Every day or almost every day
A
Once or twice a week
A
Once or twice a month
A
Never or almost never
A
Appendix C.2 - Page C47
E. Can the students borrow books from the classroom library or reading corner to take home?
Click one circle only.
Yes
A
No
A
Appendix C.2 - Page C48
26
How often do you take or send the students to the school or local library?
Click one circle only.
At least once or twice a week
A
Once or twice a month
A
A few times a year
A
Never or almost never
A
Appendix C.2 - Page C49
Reading Homework
27
How often do you assign reading as part of homework (for any subject)?
Click one circle only.
I do not assign reading for homework
A
(Go to question #30)
Less than once a week
A
1 or 2 times a week
A
3 or 4 times a week
A
Every day
A
28
In general, how much time do you expect students to spend on homework involving reading (for any
subject) each time you assign it?
Click one circle only.
15 minutes or less
A
16–30 minutes
A
31–60 minutes
A
More than 60 minutes
A
Appendix C.2 - Page C50
29
How often do you do the following with the reading homework assignments for this class?
Click one circle for each row.
Always or almost always
Sometimes
Never or almost never
a) Correct assignments and give feedback to students
A
A
A
b) Discuss the homework in class
A
A
A
c) Monitor whether or not the homework was completed
A
A
A
Appendix C.2 - Page C51
Assessing Reading
30
How much importance do you place on the following assessment strategies in reading?
Click one circle for each row.
A lot
Some
None
a) Observing students as they work
A
A
A
b) Asking students to answer questions during class
A
A
A
c) Short, regular written assessments (paper or
digital)
A
A
A
d) Longer tests (e.g., unit tests or exams)
A
A
A
e) Long-term projects (e.g., reading logs)
A
A
A
Appendix C.2 - Page C52
31
About how often do students in this class take reading assessments on digital devices?
Click one circle only.
More than once a month
A
Once a month
A
Twice a year
A
Once a year
A
Never
A
Thank You
Thank you for the thought, time, and effort you have put into completing this questionnaire.
Appendix C.2 - Page C53
Grade 4
Appendix C.2 - Page C54
Appendix C.2 - Page C55
STUDENT QUESTIONNAIRE
Please wait for the Test Administrator
to give you the password.
Password for Student Questionnaire:
Start
Appendix C.2 - Page C56
TIMSS & PIRLS
40:00
Directions
In this questionnaire, you will find questions about you and what you think. For each
question, you should choose the answer you think is best. Let us take a few minutes
to practice the kinds of questions you will answer in this questionnaire. Example 1 is
one kind of question you will find in this questionnaire.
Example 1
Do you go to school?
Click one circle only.
Yes
No
Appendix C.2 - Page C57
TIMSS & PIRLS
40:00
Example 2 is another kind of question you will find in this questionnaire.
Example 2
How often do you do these things?
Click one circle for each row.
Every day
or almost
every day
a) I talk with my friends.
b) I play sports.
c) I ride a skateboard.
Appendix C.2 - Page C58
Once or
twice a
week
Once or
twice a
month
Never or
almost
never
TIMSS & PIRLS
40:00
Example 3 is another kind of question you will find in this questionnaire.
Example 3
What do you think? Click to show how much you agree with these statements.
Click one circle for each row.
Agree
a lot
Agree
a little
Disagree
a little
Disagree
a lot
a) Watching movies is fun.
b) I like eating ice cream.
c) I do not like waking up early.
d) I enjoy doing chores.
• Read each question carefully, and pick the answer you think is best.
• Click the circle next to or under your answer.
• Ask for help if you do not understand something or are not sure how to
answer.
• You may change your answers at any time before submitting the questionnaire.
Appendix C.2 - Page C59
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| File Type | application/pdf |
| Author | Calvin Choi |
| File Modified | 2020-03-18 |
| File Created | 2019-10-07 |