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D A T A B A S E F I L E S C H A P T E R 7 Third International Mathematics and Science Study September 22, 1997 5 Student Background Variables - Population 1 Unweighted data almanac for the TIMSS International Database Question: How old were you when you came to ? (ASBGBRN2) Location: SQ1-3B R:*GRADE INDICATOR*=Lower grade Not Not Country Cases Adm. Omit Appl. Mean Min P10 Q1 Median Q3 P90 Max ------------------------------------------------------------------------------------------------------------------ Australia 4741 126 59 4208 4.4 0.0 1.0 2.0 4.0 6.0 8.0 9.0 Austria 2526 11 46 2188 5.0 1.0 1.0 3.0 5.0 7.0 8.0 10.0 Canada 7594 231 132 6579 4.3 1.0 1.0 2.0 4.0 6.0 8.0 9.0 Cyprus 3308 22 140 2808 4.5 1.0 1.0 2.0 4.0 6.0 9.0 13.0 Czech Republic 3256 24 36 3150 4.1 1.0 1.0 2.0 4.0 5.0 8.0 9.0 England 3056 71 70 2727 4.0 1.0 1.0 1.0 4.0 6.0 8.0 9.0 Greece 2955 33 115 2580 4.5 1.0 1.0 3.0 4.0 6.0 8.0 11.0 Hong Kong 4396 42 74 3483 4.8 0.0 1.0 2.0 4.0 8.0 9.0 13.0 Hungary 3038 54 152 2740 4.3 1.0 1.0 1.5 4.0 6.5 9.0 11.0 Iceland 1698 48 41 1459 4.1 0.0 1.0 1.0 4.0 7.0 8.0 10.0 Iran, Islamic Rep. 3361 44 300 2602 3.9 1.0 1.0 1.0 3.0 6.0 9.0 12.0 Ireland 2889 35 44 2699 4.5 1.0 1.0 2.0 4.0 6.0 8.0 10.0 Japan 4306 4306 0 0 . . . . . . . . Korea 2777 3 78 2696 . . . . . . . . Latvia (LSS) 2054 38 55 1897 4.3 1.0 1.0 2.0 4.0 6.0 9.0 10.0 Netherlands 2790 225 40 2218 1.9 0.0 0.0 0.0 0.0 4.0 6.0 12.0 New Zealand 2504 5 59 2191 3.9 1.0 1.0 2.0 3.0 6.0 8.0 9.0 Norway 2219 23 36 2059 3.2 1.0 1.0 1.0 3.0 5.0 6.0 9.0 Portugal 2650 59 39 2378 4.4 0.0 1.0 2.0 4.0 7.0 8.0 11.0 Scotland 3132 121 80 2627 4.3 1.0 2.0 3.0 4.0 6.0 7.0 9.0 Singapore 7030 13 80 6344 5.7 1.0 2.0 3.0 6.0 8.0 9.0 13.0 Slovenia 2521 13 22 2399 3.9 0.0 1.0 2.0 4.0 6.0 7.0 10.0 Thailand 2870 22 36 2812 . . . . . . . . United States 3819 31 110 3243 3.7 1.0 1.0 1.0 3.0 5.0 7.0 10.0 T I M S S D A T A B A S E U S E R G U I D E 7 - 41
C H A P T E R 7 D A T A B A S E F I L E S 7.6 Test-Curriculum Matching Analysis Data Files To investigate the match of the TIMSS tests to the curricula of each of the participating countries, TIMSS carried out a special analysis called the Test-Curriculum Matching Analysis (TCMA). Each country was to identify, for each item, whether the topic of the item was intended in the curriculum for the majority of the students. Results based on items considered appropriate are presented in Appendix B of Beaton et al. (1996a); Beaton et al. (1996b); Mullis et al. (1997); and Martin et al. (1997). The selection of the items by each country, by grade, is included as part of the International Database. There are four files that contain the item selection by each country, at each grade level. These files are located in the subdirectory called TCMA in the corresponding CD. The four files are: TCMAMP1.CSV Test-Curriculum Matching Analysis Population 1 mathematics item selection TCMASP1.CSV Test-Curriculum Matching Analysis Population 1 science item selection TCMAMP2.CSV Test-Curriculum Matching Analysis Population 2 mathematics item selection TCMASP2.CSV Test-Curriculum Matching Analysis Population 2 science item selection These files are in text format, with their fields separated by commas. The first record for each file contains the labels for each field in the file. Each row in the file contains a country's selection for inclusion (indicated with a "1") or exclusion (indicated with a "0") of the items for a specific grade level. For more information on the TCMA see Beaton and Gonzalez (1997). 7 - 42 T I M S S D A T A B A S E U S E R G U I D E
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Contents Chapter 1: Overview of TIM
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C O N T E N T S 7.3 Codebook Files
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Chapter 1 Overview of TIMSS and the
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Chapter 2 TIMSS Instruments and Boo
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R E F E R E N C E S Gonzalez, E.J.
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R E F E R E N C E S Wilson, M.R. (1
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