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 />
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 />
<strong>TIMSS</strong> 2011<br />
Variable Name<br />
CQS4-08BAG SC408BAG<br />
CQS4-08BH SC408BH<br />
CQS4-08BAH SC408BAH<br />
CQS4-08BT SC408BT<br />
CQS4-08CA SC408CA<br />
CQS4-08CAA SC408CAA<br />
CQS4-08CB SC408CB<br />
CQS4-08CAB SC408CAB<br />
CQS4-08CC SC408CC<br />
CQS4-08CAC SC408CAC<br />
CQS4-08CD SC408CD<br />
CQS4-08CAD SC408CAD<br />
CQS4-08CE SC408CE<br />
CQS4-08CAE SC408CAE<br />
CQS4-08CF SC408CF<br />
CQS4-08CAF SC408CAF<br />
CQS4-08CT SC408CT<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 electrical circuits <strong>and</strong><br />
properties of magnets primarily intended to be taught?<br />
According to the national science curriculum, what proportion of grade 4 students should have been taught<br />
forces that cause objects to move (e.g., gravity, push/pull forces) by the end of grade 4?<br />
Across grades from preprimary through upper secondary, at what grade(s) are forces that cause objects to<br />
move (e.g., gravity, push/pull forces) primarily intended to be taught?<br />
According to the national science curriculum, what proportion of grade 4 students should have been taught<br />
physical science topics or skills by the end of grade 4; Across grades from preprimary through upper<br />
secondary, at what grade(s) are physical 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 />
water on Earth (location, types, movement) <strong>and</strong> air (composition, proof of its existence, uses) by the end of<br />
grade 4?<br />
Across grades from preprimary through upper secondary, at what grade(s) are water on Earth (location, types,<br />
movement) <strong>and</strong> air (composition, proof of its existence, uses) primarily intended to be taught?<br />
According to the national science curriculum, what proportion of grade 4 students should have been taught<br />
common features of Earth’s l<strong>and</strong>scape (e.g., mountains, plains, rivers, deserts) <strong>and</strong> relationships to human use<br />
(e.g., farming, irrigation, l<strong>and</strong> development) by the end of grade 4?<br />
Across grades from preprimary through upper secondary, at what grade(s) are common features of Earth's<br />
l<strong>and</strong>scape (e.g., mountains, plains, rivers, deserts) <strong>and</strong> relationships to human use (e.g., farming, irrigation,<br />
l<strong>and</strong> development) primarily intended to be taught?<br />
According to the national science curriculum, what proportion of grade 4 students should have been taught<br />
weather conditions (day to day or across seasons) by the end of grade 4?<br />
Across grades from preprimary through upper secondary, at what grade(s) are weather conditions (day to day<br />
or across seasons) primarily intended to be taught?<br />
According to the national science curriculum, what proportion of grade 4 students should have been taught<br />
fossils of animals <strong>and</strong> plants (age, location, formation) by the end of grade 4?<br />
Across grades from preprimary through upper secondary, at what grade(s) are fossils of animals <strong>and</strong> plants<br />
(age, location, formation) primarily intended to be taught?<br />
According to the national science curriculum, what proportion of grade 4 students should have been taught<br />
Earth's solar system (planets, Sun, moon) by the end of grade 4?<br />
Across grades from preprimary through upper secondary, at what grade(s) are Earth's solar system (planets,<br />
Sun, moon) primarily intended to be taught?<br />
According to the national science curriculum, what proportion of grade 4 students should have been taught<br />
day, night, <strong>and</strong> shadows due to Earth's rotation <strong>and</strong> its relationship to the Sun by the end of grade 4?<br />
Across grades from preprimary through upper secondary, at what grade(s) are day, night, <strong>and</strong> shadows due<br />
to Earth's rotation <strong>and</strong> its relationship to the Sun primarily intended to be taught?<br />
According to the national science curriculum, what proportion of grade 4 students should have been taught<br />
Earth science topics or skills by the end of grade 4; Across grades from preprimary through upper secondary,<br />
at what grade(s) are Earth science topics primarily intended to be taught? Comments:<br />
CQS4-09A SC409A Is the science curriculum made available in the form of official publication containing the curriculum?<br />
CQS4-09B SC409B Is the science curriculum made available in the form of ministry notes <strong>and</strong> directives?<br />
<strong>TIMSS</strong> 2011 uSer guIde FOr THe InTernaTIOnal daTabaSe<br />
114 <strong>Supplement</strong> 1
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