Post on 07-Jan-2020
transcript
Introduction to TIMSS:Assessment Frameworks,
Example Items and
Achievements of HK Students
What is TIMSS?
TIMSS (the Trends in International Mathematics
and Science Study)
An international assessment of the mathematics
and science knowledge of fourth- and eighth-
grade students around the world
A project of the International Association for the
Evaluation of Educational Achievement (IEA) to
allow participating nations to compare students'
educational achievement across borders
Mission of TIMSS
Provides information to improve teaching and
learning in mathematics and science by:
Assessing achievement in mathematics and
science at the forth- and eighth grades on a
regular four-year cycle (the TIMSS 2011 is the
fifth trend measure)
Collecting background information via
questionnaires to address concerns about
school resources and the quality of curriculum
and instruction
Basis of TIMSS Achievement Tests
Intended Curriculum - the mathematics and science that society intends for students to learn and how the education system should be organized to facilitate this learning
Implemented Curriculum - what is actually taught in classrooms, the characteristics of those teaching it, and how it is taught
Attained Curriculum - how it is taught; and what it is that students have learned, and what they think about these subjects
Working from this model, TIMSS uses mathematics and science achievement tests to describe student learning in the participating countries
Exhibit 1. TIMSS Curriculum Model
Value of TIMSS
Has internationally comparable data about what mathematics and science concepts, processes, and attitudes students have learned by the fourth and eighth grades
Assesses progress internationally in mathematics and science learning across time for students at the fourth grade and for students at the eighth grade.
Monitors the relative effectiveness of teaching and learning at the fourth as compared to the eighth grade, since the cohort of fourth-grade students is assessed again as eighth graders
Complement of TIMSS - PIRLS
TIMSS data complement IEA’s Progress in
International Reading Literacy Study (PIRLS)
conducted at the fourth grade
By participating in TIMSS and PIRLS, countries
can have information at regular intervals about
how well their students read and what they know
and can do in mathematics and science
General Assessment Framework
The content domains (for example, algebra, geometry,
etc. in mathematics, and biology, chemistry, etc. in
science) and the topic areas within the domains are
described separately for the fourth and eighth grades
with each topic area elaborated with specific objectives.
The cognitive domains describing the thinking students
should be doing within the mathematics and science
content domains are the same for mathematics and
science and parallel across grades, but with different
levels of emphasis
The content and cognitive domains are the foundation of
the TIMSS 2011 fourth- and eighth-grade assessments
Science Framework (1)
The science assessment framework for TIMSS 2011 consists the following dimensions:
A content dimension specifying the subject matter domains to be assessed within science (for example, biology, chemistry, physics, and earth science at the eighth grade);
A cognitive dimension specifying the cognitive domains or skills and behaviors (that is, knowing, applying, and reasoning) expected of students as they engage with the science content.
The content domains differ for the fourth and eighth grades, reflecting the nature and difficulty of the science taught at each grade.
Science Framework (2)
Exhibit 3. Approximate Percentages of the TIMSS 2011 Science Assessment
Devoted to Content and Cognitive Domains at Fourth and Eighth Grades
Science Framework (3)
Content Domain – 4th Grade
A. Life Science
1. Characteristics and Life Processes of Living Things
2. Life Cycles, Reproduction, and Heredity
3. Interactions with the Environment
4. Ecosystems
5. Human Health
Science Framework (4)
Content Domain – 4th Grade
B. Physical Science
1. Classification and properties of matter
2. Sources and effects of energy
3. Forces and motion
Science Framework (5)
Content Domain – 4th Grade
C. Earth Science
1. Earth’s structure, physical
characteristics, and resources
2. Earth’s processes, cycles, and history
3. Earth in the solar system
Science Framework (6)
Content Domain – 8th Grade
A. Biology
1. Characteristics, classification, and life processes of organisms
2. Cells and their functions
3. Life cycles, reproduction, and heredity
4. Diversity, adaptation, and natural selection
5. Ecosystems
6. Human health
Science Framework (7)
Content Domain – 8th Grade
B. Chemistry
1. Classification and composition of
matter
2. Properties of matter
3. Chemical change
Science Framework (8)
Content Domain – 8th Grade
C. Physics
1. Physical states and changes in matter
2. Energy transformations, heat, and
temperature
3. Light and sound
4. Electricity and magnetism
5. Forces and motion
Science Framework (9)
Content Domain – 8th Grade
D. Earth Science
1. Earth’s structure and physical features
2. Earth’s processes, cycles, and history
3. Earth’s resources, their use and
conservation
4. Earth in the solar system and the
universe
Science Framework (10)
Cognitive Domain – 4th & 8th Grades A. Knowing
Knowing refers to students’ knowledge base of science facts, information, concepts, and tools.
Students are expected to recall or recognize accurate science statements; possess knowledge of vocabulary, facts, information, symbols, and units; and select appropriate apparatus, equipment, measurement devices, and experimental operations to use in conducting investigations
This cognitive domain also includes the selection of illustrative examples in support of statements of facts or concepts
Science Framework (11)
Cognitive Domain – 4th & 8th Grades B. Applying
The questions are designed to involve the direct application of knowledge and understanding of science in straightforward situations
Require students to compare, contrast, and classify; and to interpret scientific information in light of a science concept or principle
Use and apply their understanding of science concepts and principles to find a solution or develop an explanation.
Items aligned with this cognitive domain may also involve the direct application or demonstration of relationships, equations, and formulas in contexts likely to be familiar in the teaching and learning of science concepts
Science Framework (12)
Cognitive Domain – 4th & 8th Grades C. Reasoning
Prepares students to engage in scientific reasoning to solve problems, develop explanations, draw conclusions, make decisions, and extend their knowledge to new situations.
Some problem solving situations involve unfamiliar or more complicated contexts that require students to reason from scientific principles to provide an answer.
Students may be required to analyze a problem to determine what underlying principles are involved; devise and explain strategies for problem solving; select and apply appropriate equations, formulas, relationships, or analytical techniques; and evaluate their solutions.
HK Students’ Performance in TIMSS
Mathematics Grade 4 & 8 (2007)
HK Students’ Performance in TIMSS
Science Grade 4 & 8 (2007)
HK Students’ Performance in TIMSS
Mathematics Grade 4 & 8 (2003)Grade 4 Grade 8
HK Students’ Performance in TIMSS
Science Grade 4 & 8 (2003)Grade 4 Grade 8
References
More information are available from the following websites:
National Center for Education Statistics
http://nces.ed.gov/timss/
TIMSS & PIRLS International Study Center
http://timss.bc.edu/