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

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C H A P T E R 2 I N S T R U M E N T S Figure 2.1 The Major Categories of the TIMSS Curriculum Frameworks Content • Numbers • Measurement • Geometry • Proportionality • Functions, relations, equations • Data, probability, statistics • Elementary analysis • Validation and structure Content • Earth sciences • Life sciences • Physical sciences • Science, technology, mathematics • History of science and technology • Environmental issues • Nature of science • Science and other disciplines MATHEMATICS Perspectives • Attitudes • Careers • Participation • Increasing interest • Habits of mind SCIENCE Perspectives • Attitudes • Careers • Participation • Increasing interest • Safety • Habits of mind Performance Expectations • Knowing • Using routine procedures • Investigating and problem solving • Mathematical reasoning • Communicating Performance Expectations • Understanding • Theorizing, analyzing, solving problems • Using tools, routine procedures, and science processes • Investigating the natural world • Communicating 2 - 2 T I M S S D A T A B A S E U S E R G U I D E
I N S T R U M E N T S C H A P T E R 2 The two dimensions of the TIMSS frameworks used in developing the TIMSS tests were subject-matter content and performance expectations. During test development, each item was coded as to the content and performance expectations with which it is associated. The TIMSS item classification system permits an item to draw on multiple content areas and to involve more than one performance expectation, so that an item may have several content and performance codes. However, in constructing the tests, only the principal code was used for each of the two dimensions. For example, an item may be coded for content as “uncertainty and probability” (principal code) and “proportionality problem” (secondary code). When that item was selected for the test, only the principal code was considered. Because of limitations in resources for data collection, a number of the detailed categories in the frameworks were combined into a few mathematics and science content “reporting categories.” In the analysis, each item in the TIMSS test was included in one reporting category based on its principal content code. Table 2.1 presents the reporting categories for the mathematics and science content areas used in the international reports. The classification of items into each mathematics and science reporting category are shown in Tables 7.7 through 7.10 in Chapter 7. Table 2.1 Mathematics and Science Content Area Reporting Categories Population 1 Population 2 2.3 The TIMSS Items Mathematics Science Whole numbers Fractions and proportionality Measurement, estimation, and number sense Data representation, analysis, and probability Geometry Patterns, relations, and functions Fractions and number sense Geometry Algebra Data representation, analysis, and probability Measurement Proportionality Earth science Life science Physical science Environmental issues and the nature of science Earth science Life science Physics Chemistry Environmental issues and the nature of science The task of putting together the achievement item pools for the different TIMSS student populations was immense, and took more than three years to complete. Developing the TIMSS achievement tests necessitated building international consensus among NRCs, their national committees, mathematics and science experts, and measurement specialists. All NRCs worked to ensure that the items used in the tests were appropriate for their students and reflected their countries’ curriculum. T I M S S D A T A B A S E U S E R G U I D E 2 - 3
Page 1 and 2: International Association for the E
Page 3 and 4: Contents Chapter 1: Overview of TIM
Page 5 and 6: C O N T E N T S 7.3 Codebook Files
Page 7 and 8: C O N T E N T S Table 7.7 Classific
Page 9 and 10: Chapter 1 Overview of TIMSS and the
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C H A P T E R 6 A C H I E V E M E N
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C H A P T E R 7 D A T A B A S E F I
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C H A P T E R 9 P E R F O R M I N G
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R E F E R E N C E S Wilson, M.R. (1
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