Comparative Report: PISA and CRLA Reading Assessments for
Grades 1-3 Learners in the Philippines
Prepared by: [Your Name]
Date: June 2025
1. Introduction
This report provides a comparative analysis of the Programme for
International Student Assessment (PISA) and the Comprehensive
Rapid Literacy Assessment (CRLA). It includes actual sample
assessments from both frameworks and a synthesized hybrid assessment
concept that incorporates strengths from both systems. The primary goal is
to help improve reading comprehension and literacy assessment in Grades 1
to 3 within the Philippine context.
2. Overview of Each Assessment
2.1 PISA (Programme for International Student Assessment)
Target Group: 15-year-old students
Administered by: OECD
Purpose: Measures the ability to apply reading, mathematics, and
science skills in real-life contexts.
Reading Task Structure:
o Includes continuous and non-continuous texts (e.g., narratives,
infographics)
o Tasks require locating, interpreting, evaluating, and reflecting on
information
2.2 CRLA (Comprehensive Rapid Literacy Assessment)
Target Group: Grades 1 to 3 learners
Administered by: Department of Education (Philippines)
Purpose: Measures foundational literacy, comprehension fluency, and
decoding ability
Reading Task Structure:
o Short narrative or expository texts (~50–120 words)
o Includes direct questions on facts, sequencing, and simple
inference
3. Sample Assessment Passages and Analysis
3.1 PISA Sample 1: “Healthy Sandwich”
Passage Context: Maria prepares a sandwich. She touches raw chicken and
then prepares the sandwich without washing her hands.
Questions: 1. What did Maria do wrong? (Reflective reasoning) 2. Why is
handwashing important before preparing food? (Evaluation)
Analysis: - Integrates real-world problem solving - Focuses on hygiene
knowledge and decision-making - Encourages evaluation beyond the text
3.2 PISA Sample 2: “Library Poster”
Passage Context: A non-continuous text showing a public library’s rules
and programs.
Questions: 1. What time does the children’s reading club meet? 2. Which
day is best for borrowing books without late fees?
Analysis: - Realistic non-fiction material (poster) - Tests reading
comprehension of tabular data - Requires scanning and interpreting key
details
3.3 CRLA Sample 1: “Para the Parrot”
Passage Summary: Para the parrot gets lost in the city and wants to return
home.
Questions: 1. Who is the main character? 2. What does Para want to do?
Analysis: - Simple vocabulary, suited for Grade 2 learners - Encourages
empathy and identification of main idea - Uses predictable sentence
structures
3.4 CRLA Sample 2: “A Day in the Field”
Passage Summary: A farmer and his family work together on a rice field.
Questions: 1. What did the children do? 2. How did the family feel at the
end of the day?
Analysis: - Promotes appreciation for rural life - Straightforward narrative
with temporal sequence - Tests literal and inferential comprehension
4. Comparative Table
Aspect PISA CRLA
Audience 15-year-olds Grades 1–3
Text Narrative, expository, visual, Narrative, expository
Type non-continuous
Cognitive High-order thinking, real-life Basic comprehension and
Demand application decoding
Question Open-ended, reflective, Direct, literal, and simple
Variety multiple-choice inference
Length 150–450 words 50–120 words
of Texts
Languag High (multisyllabic, abstract Low to moderate (common
e terms) vocabulary)
Complexi
ty
Purpose Problem-solving and functional Foundational literacy
literacy development
5. Synthesis: Building a Hybrid Assessment
By comparing the two systems, we identify the following:
Strength of CRLA: Builds fluency and decoding skills in familiar
contexts.
Strength of PISA: Builds reasoning and reflection in realistic, diverse
contexts.
A hybrid approach might look like:
Hybrid Sample: “Helping at Home”
Liza noticed her mom was tired. She helped by cleaning, feeding their dog,
and putting away the groceries.
Questions: 1. What three things did Liza do? (Literal) 2. Why do you think
Liza helped? (Inferential) 3. If you were Liza, what else could you do?
(Reflective)
Objective: Bridge the gap between basic understanding and reflective
thinking.
6. Recommendations
Introduce hybrid formats in Grade 3 to promote cognitive transition
Train teachers to scaffold reflective questions gradually
Expose students to multiple text formats: posters, comics, labels, and
procedural texts
Use local themes to retain cultural relevance while building global
literacy skills
7. Conclusion
The CRLA and PISA assessments serve different purposes but can be
complementary. While CRLA is essential for developing fluency and basic
comprehension, PISA challenges learners to think critically about texts in a
real-world context. Integrating elements from both systems into early
education will equip Filipino learners with both foundational and functional
literacy skills.
Prepared by: [Your Name]
Education & Assessment Analyst
Contact: [Email/Institution]
Date: June 2025
