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1.
The Trends in International Mathematics and Science Study (TIMSS) is a comparative assessment of the achievement of students in many countries. In the present study, a rigorous independent evaluation was conducted of a representative sample of TIMSS science test items because item quality influences the validity of the scores used to inform educational policy in those countries. The items had been administered internationally to 16,009 students in their eighth year of formal schooling. The evaluation had three components. First, the Rasch model, which emphasizes high quality items, was used to evaluate the items psychometrically. Second, readability and vocabulary analyses were used to evaluate the wording of the items to ensure they were comprehensible to the students. And third, item development guidelines were used by a focus group of science teachers to evaluate the items in light of the TIMSS assessment framework, which specified the format, content, and cognitive domains of the items. The evaluation components indicated that the majority of the items were of high quality, thereby contributing to the validity of TIMSS scores. These items had good psychometric characteristics, readability, vocabulary, and compliance with the assessment framework. Overall, the items tended to be difficult: constructed response items assessing reasoning or application were the most difficult, and multiple choice items assessing knowledge or application were less difficult. The teachers revised some of the sampled items to improve their clarity of content, conciseness of wording, and fit with format specifications. For TIMSS, the findings imply that some of the non‐sampled items may need revision, too. For researchers and teachers, the findings imply that the TIMSS science items and the Rasch model are valuable resources for assessing the achievement of students. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1321–1344, 2012  相似文献   

2.
This article reports a study on using data mining to predict K–12 students' competence levels on test items related to energy. Data sources are the 1995 Third International Mathematics and Science Study (TIMSS), 1999 TIMSS‐Repeat, 2003 Trend in International Mathematics and Science Study (TIMSS), and the National Assessment of Educational Progress (NAEP). Student population performances, that is, percentages correct, are the object of prediction. Two data mining algorithms, C4.5 and M5, are used to construct a decision tree and a linear function to predict students' performance levels. A combination of factors related to content, context, and cognitive demand of items and to students' grade levels are found to predict student population performances on test items. Cognitive demands have the most significant contribution to the prediction. The decision tree and linear function agree with each other on predictions. We end the article by discussing implications of findings for future science content standard development and energy concept teaching. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 554–573, 2008  相似文献   

3.
The question addressed in this chapter is how “fair” the TIMSS tests were to the various participating countries. The Test-Curriculum Matching Analysis (TCMA) method was used to investigate how results might have changed if different subsets of TIMSS items were considered. The method computes the average proportion correct for each country on each selection of appropriate items. The results of the TCMA is a square matrix, with the rows representing the various results for each country and the columns representing the different items sets deemed appropriate for each country. The results suggested that the relative positions of the countries changed very little as a result of the item selection.  相似文献   

4.
When judgmental and statistical procedures are both used to identify potentially gender-biased items in a test, to what extent do the results agree? In this study, both procedures were used to evaluate the items in a statewide, 78-item, multiple-choice test of science knowledge. Only one item was flagged by the sensitivity reviewers as being potentially biased, but this item was not flagged by the statistical procedure. None of the nine items flagged by the Mantel-Haenszel procedure were flagged by the sensitivity reviewers. Eight of the nine statistically flagged items were differentially easier for males. Four of these eight measured the same category of objectives. The authors conclude that both judgmental and statistical procedures provide useful information and that both should be used in test construction. They caution readers that content-validity issues need to be addressed when making decisions based on the results of either procedure.  相似文献   

5.
The aim of the present study was to conduct an analysis of TIMSS (Trends in International Mathematics and Science Study) 2003 database and to determine how negative school factors, such as aggression, are associated to the mathematical and science achievement of students. The analyses were conducted separately for national and international data. National analyses for Slovenia show significant associations between math and science achievement and the experience of aggressive behaviour. Students who experienced aggressive behaviour scored lower in math and science, both in the fourth and in the eighth grade. The results of the regression analysis show that negative factors, such as aggressive behaviour, are good predictors of educational achievement in Slovenia. International analyses for the selected countries (high‐ and low‐achieving countries from the whole TIMSS population) confirm that this type of finding is culturally impartial as well as valid for the level of achievement both in math and in science.  相似文献   

6.
ABSTRACT

Students’ attitude towards science (SAS) is often a subject of investigation in science education research. Survey of rating scale is commonly used in the study of SAS. The present study illustrates how Rasch analysis can be used to provide psychometric information of SAS rating scales. The analyses were conducted on a 20-item SAS scale used in an existing dataset of The Trends in International Mathematics and Science Study (TIMSS) (2011). Data of all the eight-grade participants from Hong Kong and Singapore (N?=?9942) were retrieved for analyses. Additional insights from Rasch analysis that are not commonly available from conventional test and item analyses were discussed, such as invariance measurement of SAS, unidimensionality of SAS construct, optimum utilization of SAS rating categories, and item difficulty hierarchy in the SAS scale. Recommendations on how TIMSS items on the measurement of SAS can be better designed were discussed. The study also highlights the importance of using Rasch estimates for statistical parametric tests (e.g. ANOVA, t-test) that are common in science education research for group comparisons.  相似文献   

7.
International survey data showed that Hungarian students performed well in both mathematics and science in the past. Since 1991 achievement in these 2 areas has declined, and this was most clearly shown in Third International Mathematics and Science Study (TIMSS). Two possible reasons for this phenomenon are investigated here: as a consequence of recent political and economical changes; due to the conservative structure of math and science teaching which differ from the international trend. While the achievement of Hungarian students was high on items requiring awareness of the traditional disciplines, it was lower on literacy and life-skill items and topics such as environment issues, measurement, data representation and interpretation, and so forth. Following international trends, the national monitoring surveys have shown a shift from the “academic” approach to the “real-life” application of mathematics. The paper presents both the new approach and the findings from the most recent national survey.  相似文献   

8.
In recent years, students’ test scores have been used to evaluate teachers’ performance. The assumption underlying this practice is that students’ test performance reflects teachers’ instruction. However, this assumption is generally not empirically tested. In this study, we examine the effect of teachers’ instruction on test performance at the item level using a hierarchical differential item functioning approach. The items are from the U.S. TIMSS 2011 4th-grade math test. Specifically, we tested whether students who had received instruction on a given item performed significantly better on that item compared with students who had not received such instruction when their overall math ability was controlled for, whether with or without controlling for student-level and class-level covariates. This study provides preliminary findings regarding why some items show instructional sensitivity and sheds light on how to develop instructionally sensitive items. Implications and directions for further research are also discussed.  相似文献   

9.
The purpose of this study was to explore how Year 8 students answered Third International Mathematics and Science Study (TIMSS) questions and whether the test questions represented the scientific understanding of these students. One hundred and seventy-seven students were tested using written test questions taken from the science test used in the Third International Mathematics and Science Study. The degree to which a sample of 38 children represented their understanding of the topics in a written test compared to the level of understanding that could be elicited by an interview is presented in this paper. In exploring student responses in the interview situation this study hoped to gain some insight into the science knowledge that students held and whether or not the test items had been able to elicit this knowledge successfully. We question the usefulness and quality of data from large-scale summative assessments on their own to represent student scientific understanding and conclude that large scale written test items, such as TIMSS, on their own are not a valid way of exploring students' understanding of scientific concepts. Considerable caution is therefore needed in exploiting the outcomes of international achievement testing when considering educational policy changes or using TIMSS data on their own to represent student understanding.  相似文献   

10.
国际数学和科学趋势研究（The Trends in International Mathematics and Science Study,简称TIMSS）是当前国际上比较著名的学生学业评价项目之一。TIMSS测评由背景问卷和测试题目两部分组成,其在科学认知维度方面呈现三个认知水平。本文以TIMSS2007中的一些试题为例,分析TIMSS测试题目的特点,并认为TIMSS对我国科学课程的学生学业评价具备如下启示：科学课程的学生学业评价应当发挥评价的监测与导向功能,应关注学生多方面能力的发展,应当以心理测量学为指导。  相似文献   

11.
We report here on a comparative study of middle school students’ attitudes towards science involving three countries: England, Singapore and the U.S.A. Complete attitudinal data sets from TIMSS (Trends in International Mathematics and Science Study) 2011 were used, thus giving a very large sample size (N?=?20,246), compared to other studies in the journal literature. The Rasch model was used to analyse the data, and the findings have shed some useful light on not only how the Western and Asian students responded on a comparative basis in the various scales related to attitudes but also on the validity, reliability, and unidimensionality of the attitudes instrument used in TIMSS 2011. There may be a need for TIMSS test developers to consider doing away with negatively phrased items in the attitudes instrument and phrasing these positively as the Rasch framework shows that response bias is associated with these statements.  相似文献   

12.
We study whether changes in school emphasis on academic success (SEAS) and safe schools (SAFE) may explain the increased science performance in Norway between TIMSS 2007 and 2011. Two-level structural equation modelling (SEM) of merged TIMSS data was used to investigate whether changes in levels of SEAS and SAFE mediate the changes in science performance. Two mediation models were fitted, one using subdomain scores of science as manifest dependent variables and one in which these scores are indicators of a latent science performance variable. The change in the latent science variable was fully mediated by SEAS, but this model did not explain changes in earth science performance, which increased more than the other subdomains. In the model with subdomain scores as manifest dependent variables, SEAS mediated the increased performance of all 4 subdomains of science. SAFE did not explain increased science performance but did have a positive impact on SEAS.  相似文献   

13.
In most of the countries taking part in TIMSS, students scored at similar levels for mathematics and science. England was one of the few countries where the results did not conform to this pattern. The key question for mathematics educators in England is: why did students in England perform relatively well in science but relatively badly in mathematics? The results for 9-year-olds were particularly intriguing since the majority of students at this age in England were taught mathematics and science by their class teacher. In order to seek answers to the question posed above, this article compares the responses to the TIMSS context questionnaires made by 9-year-olds and their teachers in the 13 European countries taking part in the TIMSS survey of that age group (Population 1). Issues examined include: curriculum content; lesson time; homework; class size; use of calculators in mathematics; practical activities in science; classroom organisation and students’ attitudes.  相似文献   

14.
Background : The Trends in International Mathematics and Science Study (TIMSS) assesses the quality of the teaching and learning of science and mathematics among Grades 4 and 8 students across participating countries.

Purpose : This study explored the relationship between positive affect towards science and mathematics and achievement in science and mathematics among Malaysian and Singaporean Grade 8 students.

Sample : In total, 4466 Malaysia students and 4599 Singaporean students from Grade 8 who participated in TIMSS 2007 were involved in this study.

Design and method : Students’ achievement scores on eight items in the survey instrument that were reported in TIMSS 2007 were used as the dependent variable in the analysis. Students’ scores on four items in the TIMSS 2007 survey instrument pertaining to students’ affect towards science and mathematics together with students’ gender, language spoken at home and parental education were used as the independent variables.

Results : Positive affect towards science and mathematics indicated statistically significant predictive effects on achievement in the two subjects for both Malaysian and Singaporean Grade 8 students. There were statistically significant predictive effects on mathematics achievement for the students’ gender, language spoken at home and parental education for both Malaysian and Singaporean students, with R 2 = 0.18 and 0.21, respectively. However, only parental education showed statistically significant predictive effects on science achievement for both countries. For Singapore, language spoken at home also demonstrated statistically significant predictive effects on science achievement, whereas gender did not. For Malaysia, neither gender nor language spoken at home had statistically significant predictive effects on science achievement.

Conclusions : It is important for educators to consider implementing self-concept enhancement intervention programmes by incorporating ‘affect’ components of academic self-concept in order to develop students’ talents and promote academic excellence in science and mathematics.  相似文献   

15.
The purpose of this study is to examine the relationship between student self-concept and achievement in science in Taiwan based on the big-fish-little-pond effect (BFLPE) model using the Trends in International Mathematics and Science Study (TIMSS) 2003 and 2007 databases. Hierarchical linear modeling was used to examine the effects of the student-level and school-level science achievement on student self-concept of learning science. The results indicated that student science achievement was positively associated with individual self-concept of learning science in both TIMSS 2003 and 2007. On the contrary, while school-average science achievement was negatively related to student self-concept in TIMSS 2003, it had no statistically significant relationship with student self-concept in TIMSS 2007. The findings of this study shed light on possible explanations for the existence of BFLPE and also lead to an international discussion on the generalization of BFLPE.  相似文献   

16.
A 1998 study by Bielinski and Davison reported a sex difference by item difficulty interaction in which easy items tended to be easier for females than males, and hard items tended to be harder for females than males. To extend their research to nationally representative samples of students, this study used math achievement data from the 1992 NAEP, the TIMSS, and the NELS:88. The data included students in grades 4, 8, 10, and 12. The interaction was assessed by correlating the item difficulty difference (bmale− bfemale) with item difficulty computed on the combined male/female sample. Using only the multiple-choice mathematics items, the predicted negative correlation was found for all eight populations and was significant in five. An argument is made that this phenomenon may help explain the greater variability in math achievement among males as compared to females and the emergence of higher performance of males in late adolescence.  相似文献   

17.
A surprising result of the Third International Mathematics and Science Study (TIMSS) is that computer use was negatively associated with high student achievement in some countries. More specifically, the students from all three countries who indicated that they use computers in the classroom most frequently were those with the lowest achievement on the TIMSS in 1995. For the purpose of this study, a similar comparison was made for 15-year-old U.S.A. students, based on the data from the Program for International Student Assessment (PISA). The results of this study show that it is not computer use itself that has a positive or negative effect on the science achievement of students, but the way in which computers are used. For example, after controlling for the student's socioeconomic status in the United States of America, the results indicated that the students who used computers frequently at home, including for the purpose of writing papers, tended to have higher science achievement. However, the results of this study also show that science achievement was negatively related to the use of certain types of educational software. This indicates a result similar to that found in the TIMSS data, which might reflect the fact that teachers assign the use of the computer and of educational software to the lower achieving students more frequently, so that these students can obtain more personal and direct feedback through educational software.  相似文献   

18.
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19.
Comparative studies of science education can emphasise either student learning of school science in a competitive sense or the variety of science learnings that contemporary curricula for science expect. The Third International Maths and Science Study (TIMSS) is endeavouring to achieve a balance between these two different and psychometrically conflicting possibilities. The impact of STS on a number of countries' science curricula in the last few years is used to explore these tensions in the planning of TIMSS.  相似文献   

20.
While some educators argue that teacher–student gender matching improves student performance, there is little empirical evidence to support this hypothesis. This paper assesses the impact of teacher–student gender matching on academic achievement across fifteen OECD countries using data from the Trends in International Mathematics and Science Study (TIMSS). One attractive feature of TIMSS is that it provides information on test scores and teacher characteristics, including gender, for both math and science thereby allowing for student fixed effects estimation. The results provide little support for the conjecture that students benefit from teacher–student gender matching.  相似文献   

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