Third International Mathematics and Science Study: International Curriculum Analysis, 1992-1995

2011 ◽  
Author(s):  
William Schmidt
Keyword(s):  
Science Study ◽  
Curriculum Analysis ◽  
Mathematics And Science

TIMSS 1999 Video Study: Third International Mathematics and Science Study 1999 Video Study Technical Report, Volume 1: Mathematics

2003 ◽  
Author(s):  
Jennifer Jacobs ◽  
Helen Garnier ◽  
Ronald Gallimore ◽  
Hilary Hollingsworth ◽  
Karen Bogard Givvin ◽  
...  
Keyword(s):  
Science Study ◽  
Video Study ◽  
Technical Report ◽  
Mathematics And Science

Linguistic Distance and Translation Differential Item Functioning on Trends in International Mathematics and Science Study Mathematics Assessment Items

2021 ◽  
pp. 073428292110105
Author(s):  
Semirhan Gökçe ◽  
Giray Berberoğlu ◽  
Craig S. Wells ◽  
Stephen G. Sireci
Keyword(s):  
Differential Item Functioning ◽  
Test Scores ◽  
Mathematics Assessment ◽  
Paired Comparisons ◽  
Science Study ◽  
Linguistic Distance ◽  
Test Characteristic ◽  
Item Functioning ◽  
Mathematics And Science ◽  
Country Specific

The 2015 Trends in International Mathematics and Science Study (TIMSS) involved 57 countries and 43 different languages to assess students’ achievement in mathematics and science. The purpose of this study is to evaluate whether items and test scores are affected as the differences between language families and cultures increase. Using differential item functioning (DIF) procedures, we compared the consistency of students’ performance across three combinations of languages and countries: (a) same language but different countries, (b) same countries but different languages, and (c) different languages and different countries. The analyses consisted of the detection of the number of DIF items for all paired comparisons within each condition, the direction of DIF, the magnitude of DIF, and the differences between test characteristic curves. As the countries were more distant with respect to cultures and language families, the presence of DIF increased. The magnitude of DIF was greatest when both language and country differed, and smallest when the languages were same, but the countries were different. Results suggest that when TIMSS results are compared across countries, the language- and country-specific differences which could reflect cultural, curriculum, or other differences should be considered.

Providing Data for Educational Policy in an International Context: The Third International Mathematics and Science Study (TIMSS)

1997 ◽  
Vol 13 (1) ◽  
pp. 49-58 ◽  
Author(s):  
Albert E. Beaton ◽  
Michael O. Martin ◽  
Ina V.S. Mullis
Keyword(s):  
International Perspective ◽  
Current Status ◽  
Informational Needs ◽  
Science Study ◽  
Educational Decisions ◽  
Comparative Performance ◽  
Policy Makers ◽  
International Context ◽  
The Third ◽  
Mathematics And Science

Policy-makers in many nations of the world are involved in educational reforms. In order to make effective educational decisions for the 21st century, policy-makers need information of a wide variety of kinds, for example, comparative performance data and curriculum information from other nations. National assessments can be valuable, but international surveys provide a broader base of information and allow countries to view their current status and planning within an international perspective. The purpose of this paper is to describe the goals of the Third International Mathematics and Science Study and the steps being followed to insure that the results from the study will meet the diverse informational needs of policy-makers.

Trends in International Mathematics and Science Study and gendered math teaching in Kuwait

2017 ◽  
Vol 15 (3) ◽  
pp. 327-340 ◽  
Author(s):  
Fatimah Ahmad ◽  
Heather Greenhalgh-Spencer
Keyword(s):  
Education Research ◽  
Math Education ◽  
Math Performance ◽  
Science Study ◽  
Science Technology ◽  
Women And Girls ◽  
Math Teaching ◽  
And Mathematics ◽  
Mathematics And Science

This paper argues for a more complex literature around gender and math performance. In order to argue for this complexity, we present a small portion of data from a case study examining the performance of Kuwaiti students on the Trends in International Mathematics and Science Study and on Kuwait national math tests. Westernized discourses suggest that girls have a harder time in math classes; these discourses frame and are reified by prominent literature and practices within the field of math education research that suggest that women and girls need help in order to reach their potential in math. These Westernized discourses stand in contrast to the discourses in Kuwait that normalize women and girls as outperforming boys in all subjects – including all science, technology, engineering and mathematics subjects. As our study shows, the reality is more complex. And, while the reality is more complex, we yet lack the discourses to understand this complexity.

scholarly journals Evaluating the alignment between the Grade 9 mathematics Annual National Assessment and the TIMSS test items

2021 ◽  
Vol 41 (3) ◽  
pp. 1-13
Author(s):  
Zwelithini Bongani Dhlamini
Keyword(s):  
Statistical Significance ◽  
Science Study ◽  
National Assessment ◽  
International Context ◽  
Test Items ◽  
Enacted Curriculum ◽  
Theoretical Perspectives ◽  
Cognitive Levels ◽  
Alpha Level ◽  
Mathematics And Science

In the study reported on here I evaluated the alignment between the Annual National Assessment (ANA) and Trends in International Mathematics and Science Study (TIMSS). Theoretical perspectives were drawn from the Survey Enacted Curriculum (SEC), while quantitative correlational methods were used to determine the alignment between ANA and TIMSS using 2 variables in the assessments, topics and cognitive levels. The research design was the correlational prediction design. The evaluation revealed that the Porter’s alignment index between ANA and TIMSS was 0.657 in 2012, 0.728 in 2013 and 0.681 in 2014. Statistically, this was significantly low at the Alpha level of 0.05, in accordance with Fulmer’s critical values at 20, 60 and 120 standard points. The low statistical significance of the alignment indices justifies discrepancies in topics and cognitive levels for ANA and TIMSS, justifying misalignment in what was tested in the two assessments. It is recommended that alignment studies be sanctioned frequently by the ANA developers as one of many measures to gauge the performance of the curriculum both in a national and international context.

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