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 2.6 Release Status for TIMSS Test Items, Performance Tasks, and Background Questionnaires Some TIMSS items have been released for unrestricted public use. At Populations 1 and 2, all items in clusters I through Z are classified as public release and are available to secondary users (TIMSS, 1996a; 1996b; 1997a; 1997b). Information about how to obtain the released item sets is provided at the end of this chapter. All of the performance assessment tasks are contained in the performance assessment international report (Harmon et al., 1997). All student, teacher, and school questionnaires are also classified as public release and are available to secondary users in Supplements 1 and 2 of this User Guide. 2.7 Questionnaires The student questionnaires were separate instruments from the test booklets. According to TIMSS test administration procedures, students were to be given a break after completing their test booklets. Subsequent to the break, test administrators were to distribute the student questionnaires. In many countries, the student questionnaires were distributed in a packet with the test booklets, not separately. Nevertheless, the quality assurance monitoring revealed no indication of any problems with the distribution of the student questionnaires (Martin and Mullis, 1996). The test administration script prescribed 20 minutes to administer the student questionnaire, but more time was required in about 60% of the sessions (about 20 minutes extra). The student questionnaires asked about students’ demographics and home environment, including academic activities outside of school, people living in the home, parental education (only at Population 2), books in the home, possessions in the home, and the importance students’ mothers, peers, and friends placed on different aspects of education. Students also were queried about their attitudes towards mathematics and science. The final sections of the questionnaires asked about classroom experiences in mathematics and science. In general, the structure and content of the student questionnaires were similar across Populations 1 and 2. However, for many questions, the response options were reduced in the Population 1 version from four to three categories. At Population 2, there were two versions of the student questionnaires. One version was for use in countries teaching general or integrated science (non-specialized version) and the other was for use in systems where students take courses in specific sciences such as biology, chemistry, earth science, or physics (specialized version). Slightly more than half the countries used the general questionnaire and slightly less than half used the questionnaire developed for use with specific science curriculum areas. Table 2.8 presents the countries that administered the specialized and nonspecialized versions. 2 - 1 0 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 2.8 Countries Administering the Specialized and Non-Specialized Versions of the Population 2 Student Questionnaire Non-Specialized Version (Science as an Integrated Subject) Specialized Version (Science as Separate Subjects) Australia Belgium (Flemish) Austria Belgium (French) Canada Czech Republic Colombia Denmark Cyprus France England Germany Hong Kong Greece Iran Hungary Ireland Iceland Israel Latvia Japan Lithuania Korea Netherlands Kuwait Portugal New Zealand Romania Norway Russian Federation Philippines Slovak Republic Scotland Slovenia Singapore South Africa Spain Sweden (Lower-Grade) Switzerland Thailand United States Sweden (Upper-Grade) The teacher questionnaires for Population 2 addressed four major areas: teachers’ background, instructional practices, students’ opportunity to learn, and teachers’ pedagogic beliefs. There are separate questionnaires for teachers of mathematics and of science. Since most Population 1 teachers teach all subjects, a single teacher questionnaire was developed to address both mathematics and science. So as not to overburden the teachers, the classroom practices questions in the Population 1 teacher questionnaire pertain mostly to mathematics. However, teachers also were asked about how they spend their time in school and the atmosphere in their schools (e.g., teaching loads, collaboration policies, responsibilities for decision-making, and the availability of resources). T I M S S D A T A B A S E U S E R G U I D E 2 - 1 1
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
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Page 19 and 20: I N S T R U M E N T S C H A P T E R
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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 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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