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 Table 2.5 Ordering of Clusters Within Population 2 Booklets Cluster Order Booklet 1 2 3 4 5 6 7 8 1st B C D E F G H B 2nd A A A A A A A A 3rd C D E F G H B Q 4th S W T X U Y V Break 5th E F G H B C D R 6th I J K L M N O P 7th T X U Y V Z W 2.5 Performance Assessment The TIMSS performance assessment was administered at Populations 1 and 2 to a subsample of students in the upper grades that participated in the written assessment (Harmon and Kelly, 1996; Harmon et al., 1997). The performance tasks permitted students to demonstrate their ability to make, record, and communicate observations; to take measurements or collect experimental data and present them systematically; to design and conduct a scientific investigation; or to solve certain types of problems. A set of 13 such “hands-on” activities was developed and used with subsamples of students at fourth and eighth grades. Eleven of the tasks were either identical or similar across populations, and two tasks were different. Of these two, one task was administered to the Population 1 (fourth graders) and one was administered to Population 2 (eighth graders). The 12 tasks administered at each population were presented at nine different stations. Each station required about 30 minutes working time. Each student was assigned to three stations by a sequence number, for a total testing time of 90 minutes. Because the complete circuit of nine stations occupies nine students, students participating in the performance assessment were sampled in sets of nine. However, the complete rotation of students required two sets of 9, or 18 students, to assure that each task was paired with each other task at least once. Taken together, Tables 2.6 and 2.7 show the stations each student visited and the tasks completed according to the rotation assignment (either Rotation 1 or Rotation 2) and sequence number. 2 - 8 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 Table 2.6 Assignment of Performance Assessment Tasks to Stations Station Task A S1 Pulse M1 Dice B S2 Magnets M2 Calculator C G1 Shadows D S3 Batteries M3 Folding and Cutting E S4 Rubber Band F M5 Packaging G S5 or Solutions (Population 2) S6 Containers (Population 1) H M4 Around the Bend I G2 Plasticine Table 2.7 Assignment of Students to Stations in the Performance Assessment Student Sequence Number Rotation 1 Stations Rotation 2 Stations 1 A, B, C A, B, E 2 B, E, D B, D, G 3 C, F, E C, A, D 4 D, G, H D, E, F 5 E, A, G E, I, H 6 F, H, B F, H, A 7 G, I, F G, F, I 8 H, C, I H, G, C 9 I, D, A I, C, B T I M S S D A T A B A S E U S E R G U I D E 2 - 9
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
Page 11 and 12: I N T R O D U C T I O N C H A P T E
Page 17 and 18: Chapter 2 TIMSS Instruments and Boo
Page 19 and 20: I N S T R U M E N T S C H A P T E R
Page 23: I N S T R U M E N T S C H A P T E R
Page 29 and 30: Chapter 3 Sampling and Sampling Wei
Page 31 and 32: S A M P L I N G C H A P T E R 3 Tab
Page 33 and 34: S A M P L I N G C H A P T E R 3 tes
Page 35 and 36: S A M P L I N G C H A P T E R 3 3.5
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Page 49 and 50: C H A P T E R 4 D A T A C O L L E C
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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 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 8 S A M P L I N G V A
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C H A P T E R 8 S A M P L I N G V A
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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 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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A C K N O W L E D G M E N T S Inter
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A C K N O W L E D M E N T S Austral
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A C K N O W L E D G M E N T S Latvi
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A C K N O W L E D M E N T S TIMSS A
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A C K N O W L E D G M E N T S Quali
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