User Guide for the TIMSS International Database.pdf - TIMSS and ...

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C H A P T E R 1 I N T R O D U C T I O N 1.6 Management and Operations of TIMSS TIMSS is managed by the International Study Center at Boston College in the United States. The TIMSS International Study Center was responsible for supervising all aspects of the design and implementation of the study at the international level, including development and design of the study, data collection instruments, and operational procedures; data analysis; reporting the international results; and quality assurance. Several important TIMSS functions, including test and questionnaire development, translation checking, sampling consultations, data processing, and data analysis, were conducted by centers around the world, under the direction of the TIMSS International Study Center. The IEA Data Processing Center (DPC), located in Hamburg, Germany, was responsible for checking and processing all TIMSS data and for constructing the international database. The DPC played a major role in developing and documenting the TIMSS field operations procedures. Statistics Canada, located in Ottawa, Canada, was responsible for advising National Research Coordinators (NRCs) on their sampling plans, for monitoring progress in all aspects of sampling, and for the computation of sampling weights. The Australian Council for Educational Research (ACER), located in Melbourne, Australia, has participated in the development of the achievement tests, has conducted psychometric analyses of field trial data, and was responsible for the development of scaling software and for scaling the achievement test data. The International Coordinating Center (ICC), in Vancouver, Canada, was responsible for international project coordination prior to the establishment of the International Study Center in August 1993. Since then, the ICC has provided support to the International Study Center, and in particular has managed translation verification in the achievement test development process; and has published several monographs in the TIMSS monograph series. As Sampling Referee, Keith Rust of Westat, Inc. (United States), worked with Statistics Canada and the NRCs to ensure that sampling plans met the TIMSS standards, and advised the International Study Director on all matters relating to sampling. TIMSS was conducted in each country by the TIMSS National Research Coordinator (NRC) and the national research center. NRCs and their staff members were responsible for carrying out the TIMSS data collection, scoring, and data entry, and contributing to the study design and development, and the analysis plans. The Acknowledgments section contains information about the management and operations of TIMSS, the National Research Coordinators, and the TIMSS advisory committees. 1.7 Additional Resources Although this User Guide is intended to provide secondary analysts with sufficient information to conduct analyses on the TIMSS data, some users may want additional information about TIMSS. Further documentation on the study design implementation, and analysis can be found in these publications: • TIMSS: Quality Assurance in Data Collection (Martin and Mullis, 1996) • TIMSS Technical Report, Volume I: Design and Development (Martin and Kelly, 1996) • TIMSS Technical Report, Volume II: Implementation and Analysis (Martin and Kelly, 1997) 1 - 8 T I M S S D A T A B A S E U S E R G U I D E
Chapter 2 TIMSS Instruments and Booklet Design 2.1 Introduction TIMSS used several types of instruments to collect data about students, teachers, and schools. Each assessed student received a test booklet containing cognitive items in mathematics and science along with a separate background questionnaire. Subsamples of students participating in the written assessment also participated in a performance assessment in which they completed hands-on mathematics and science tasks. Teacher questionnaires were given to the mathematics and science teachers of the assessed students. A school questionnaire was distributed to each participating school and completed by the school principal or headmaster. This chapter describes the content and organization of the assessment instruments for Populations 1 and 2. 2.2 The TIMSS Mathematics and Science Content The TIMSS Curriculum Frameworks for Mathematics and Science (Robitaille et al., 1993) contain three dimensions – subject-matter content, performance expectations, and perspectives. Subject-matter content refers to the content of the mathematics or science test item under consideration. Performance expectations describe, in a non-hierarchical way, the kinds of performance or behavior that a given test item might elicit from students. The perspectives aspect focuses on the development of students’ attitudes, interests, and motivations in mathematics and science. As shown in Figure 2.1, each of the three aspects is partitioned into a number of categories. These major categories in turn were partitioned into subcategories specifying the content, performance expectations, and perspectives in more detail. For example, for each of the content categories there are up to six more specific subcategories. T I M S S D A T A B A S E U S E R G U I D E 2 - 1
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