Supplement 1 - TIMSS and PIRLS Home - Boston College
Supplement 1 - TIMSS and PIRLS Home - Boston College
Supplement 1 - TIMSS and PIRLS Home - Boston College
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<strong>TIMSS</strong> 2011<br />
Question<br />
Number<br />
<strong>TIMSS</strong> 2011<br />
Variable Name<br />
SecTIOn 5: FOurTH grade – currIculuM QueSTIOnnaIre<br />
Exhibit S1.5: Index of International Variables for the <strong>TIMSS</strong> 2011 Curriculum Questionnaire - Fourth Grade<br />
(Continued)<br />
CQS4-08AAE SC408AAE<br />
CQS4-08AF SC408AF<br />
CQS4-08AAF SC408AAF<br />
CQS4-08AT SC408AT<br />
CQS4-08BA SC408BA<br />
CQS4-08BAA SC408BAA<br />
CQS4-08BB SC408BB<br />
CQS4-08BAB SC408BAB<br />
CQS4-08BC SC408BC<br />
CQS4-08BAC SC408BAC<br />
CQS4-08BD SC408BD<br />
CQS4-08BAD SC408BAD<br />
CQS4-08BE SC408BE<br />
CQS4-08BAE SC408BAE<br />
CQS4-08BF SC408BF<br />
CQS4-08BAF SC408BAF<br />
CQS4-08BG SC408BG<br />
<strong>TIMSS</strong> 2011 Variable Description<br />
(See Questionnaire For Full Item Text)<br />
Across grades from preprimary through upper secondary, at what grade(s) are changes in environments<br />
(effects of human activity, pollution <strong>and</strong> its prevention) primarily intended to be taught?<br />
According to the national science curriculum, what proportion of grade 4 students should have been taught<br />
human health (e.g., transmission/prevention of communicable diseases, signs of health/illness, diet, exercise)<br />
by the end of grade 4?<br />
Across grades from preprimary through upper secondary, at what grade(s) are human health (e.g.,<br />
transmission/prevention of communicable diseases, signs of health/illness, diet, exercise) primarily intended<br />
to be taught?<br />
According to the national science curriculum, what proportion of grade 4 students should have been taught<br />
life science topics or skills by the end of grade 4; Across grades from preprimary through upper secondary, at<br />
what grade(s) are life science topics primarily intended to be taught? Comments:<br />
According to the national science curriculum, what proportion of grade 4 students should have been taught<br />
states of matter (solids, liquids, gases) <strong>and</strong> differences in their physical properties (shape, volume), including<br />
changes in state of matter by heating <strong>and</strong> cooling, by the end of grade 4?<br />
Across grades from preprimary through upper secondary, at what grade(s) are states of matter (solids, liquids,<br />
gases) <strong>and</strong> differences in their physical properties (shape, volume), including changes in state of matter by<br />
heating <strong>and</strong> cooling, primarily intended to be taught?<br />
According to the national science curriculum, what proportion of grade 4 students should have been taught<br />
classification of objects/materials based on physical properties (e.g., weight/mass, volume, magnetic<br />
attraction) by the end of grade 4?<br />
Across grades from preprimary through upper secondary, at what grade(s) are classification of<br />
objects/materials based on physical properties (e.g., weight/mass, volume, magnetic attraction) primarily<br />
intended to be taught?<br />
According to the national science curriculum, what proportion of grade 4 students should have been taught<br />
forming <strong>and</strong> separating mixtures by the end of grade 4?<br />
Across grades from preprimary through upper secondary, at what grade(s) are forming <strong>and</strong> separating<br />
mixtures primarily intended to be taught?<br />
According to the national science curriculum, what proportion of grade 4 students should have been taught<br />
familiar changes in materials (e.g., decaying, burning, rusting, cooking) by the end of grade 4?<br />
Across grades from preprimary through upper secondary, at what grade(s) are changes in materials (e.g.,<br />
decaying, burning, rusting, cooking) primarily intended to be taught?<br />
According to the national science curriculum, what proportion of grade 4 students should have been taught<br />
common energy sources/forms <strong>and</strong> their practical uses (e.g., the Sun, electricity, water, wind) by the end of<br />
grade 4?<br />
Across grades from preprimary through upper secondary, at what grade(s) are common energy<br />
sources/forms <strong>and</strong> their practical uses (e.g., the Sun, electricity, water, wind) primarily intended to be taught?<br />
According to the national science curriculum, what proportion of grade 4 students should have been taught<br />
light (e.g., sources, behavior) by the end of grade 4?<br />
Across grades from preprimary through upper secondary, at what grade(s) are light (e.g., sources, behavior)<br />
primarily intended to be taught?<br />
According to the national science curriculum, what proportion of grade 4 students should have been taught<br />
electrical circuits <strong>and</strong> properties of magnets by the end of grade 4?<br />
InTernaTIOnal VerSIOn OF THe <strong>TIMSS</strong> 2011<br />
backgrOund <strong>and</strong> currIculuM QueSTIOnnaIreS<br />
<strong>Supplement</strong> 1 113
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