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Descriptors:
Testing; National Competency Tests; Program Effectiveness; Scores; Data Collection; Standardized Tests; Educational Environment; Academic Achievement; Disadvantaged Youth; Test Items; Grade 4; Grade 8; Grade 12; African American Students; White Students; Racial Differences; Achievement Gap; Evaluation Methods

Abstract:
National Assessment of Educational Progress (NAEP) has expended considerable effort to ensure high quality in data collection by developing standardized materials and survey operation procedures and using well-trained professional administrators. However, schools are allowed to minimize the disruption associated with pulling students out of classrooms by having all students assessed at one time. This policy is intended to encourage sampled schools to participate, but may have unintended negative consequences for the testing conditions experienced by these students. This study examined NAEP testing conditions in schools and investigated whether being assessed in less than optimal testing conditions is associated with lower student achievement on the assessments. The testing conditions study confirms that NAEP assessed most students in 2010 in conditions that were consistent with best practices. Also, students assessed in large sessions did not necessarily have lower achievement. However, in general, achievement was lower when the number of problems in a session increased, particularly when the session had as many as 6-10 problems. Appended are: (1) 2010 Session Debriefing Form; (2) Classification of NAEP Assessment Administrators' Comments Provided on Session Debriefing Forms; (3) Number of Sessions and Students in the Testing Conditions Study, by Assessment Subject; and (4) Percentage of Students and Average Achievement (in Normits) for Each Type of Testing Condition Problem, by Assessment Subject. (Contains 23 tables and 7 footnotes.) [This report was prepared for the National Center for Education Statistics.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mathematics Achievement; Academic Achievement; Science Achievement; Grade 8; Grade 4; Algebra; Educational Assessment; Educational Objectives; Student Evaluation; Evaluation Methods; Geometry; Cognitive Processes; Earth Science; Biology; Chemistry; Physics; Questionnaires; Mathematics Instruction; Science Instruction; Context Effect; Number Concepts; Computation; Mathematical Concepts; Scientific Concepts; Global Approach

Abstract:
Because of the educational importance of mathematics and science, IEA's (International Association for the Evaluation of Educational Achievement) Trends in International Mathematics and Science Study, widely known as TIMSS, is dedicated to providing countries with information to improve teaching and learning in these curriculum areas. Conducted every four years on a regular cycle, TIMSS assesses achievement in mathematics and science at the fourth and eighth grades. TIMSS 2011 is the most recent in the TIMSS series, which began with the first assessment in 1995 and has continued with subsequent assessments in 1999, 2003, and 2007. For countries with data back to 1995, TIMSS 2011 will provide the fifth trend measure. This publication contains three frameworks and explains the assessment design that will serve as the basis for implementing TIMSS 2011. The "TIMSS 2011 Mathematics Framework" and the "TIMSS 2011 Science Framework" in Chapters 1 and 2, respectively, describe in some detail the major content and cognitive domains in mathematics and science to be tested at the fourth and eighth grades. 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. Chapter 3 contains the "TIMSS 2011 Contextual Framework" describing the types of situations and factors associated with students' learning in mathematics and science that will be investigated via the questionnaires. Finally, Chapter 4 provides an overview of the "TIMSS 2011 Assessment Design", including general parameters for item development. Appendices include: (1) Acknowledgements; (2) Example Mathematics Items; and (3) Example Science Items. (Contains 12 exhibits and 6 footnotes.) [Funding for this paper was provided by the Boston College. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Comprehension; Translation; Comparative Analysis; Grade 4; Foreign Countries; Reading Achievement; Caregivers; Quality Control; Program Effectiveness; Student Evaluation; Scoring; Guides; Questionnaires; Item Analysis; Databases; Item Response Theory; Data Collection

Abstract:
The International Association for the Evaluation of Educational Achievement (IEA)'s Progress in International Reading Literacy Study (PIRLS) provides internationally comparative data about students' reading achievement in primary school (the fourth grade in most participating countries). PIRLS also provides extensive information about the home and school contexts for learning to read. PIRLS 2006 was built on PIRLS 2001, with modifications designed to provide more useful and more comprehensive information to the participating countries. Forty countries and 5 Canadian provinces participated in the 2006 PIRLS assessment. Of these, 26 countries and 2 provinces had trend data from PIRLS 2001. The PIRLS 2006 test of reading comprehension was based on 10 passages, 5 literary and 5 informational. Building on the foundation provided in PIRLS 2001, the 2006 assessment included five questionnaires (for students, parents/caregivers, teachers, principals, and each country's National Research Coordinator) to collect data about the educational contexts for learning to read. This report covers the technical aspects of PIRLS 2006. It is divided into the following chapters: (1) Overview of PIRLS 2006 (Ina V.S. Mullis and Michael O. Martin); (2) Developing the PIRLS 2006 Reading Assessment and Scoring Guides (Ann M. Kennedy and Marian Sainsbury); (3) Developing the PIRLS 2006 Background Questionnaires (Ann M. Kennedy); (4) PIRLS 2006 Sample Design (Marc Joncas); (5) Translation and Translation Verification of the PIRLS Reading Assessment and Questionnaires (Barbara Malak and Kathleen L. Trong); (6) PIRLS Survey Operations Procedures (Juliane Barth, Ann M. Kennedy, and Kathleen L. Trong); (7) Quality Assurance in the PIRLS 2006 Data Collection (Ieva Johansone and Ann Kennedy); (8) Creating and Checking the PIRLS International Database (Juliane Barth and Oliver Neuschmidt); (9) PIRLS 2006 Sampling Weights and Participation Rates (Marc Joncas); (10) Item Analysis and Review (Michael O. Martin, Ann M. Kennedy, and Kathleen L. Trong); (11) Scaling the PIRLS 2006 Reading Assessment Data (Pierre Foy, Joseph Galia, and Isaac Li); (12) Reporting Student Achievement in Reading (Ann M. Kennedy and Kathleen L. Trong); and (13) Reporting PIRLS 2006 Questionnaire Data (Kathleen L. Trong and Ann M. Kennedy). The following are appended: (1) Acknowledgments; (2) Characteristics of National Samples; (3) Country Adaptations to Items and Item Scoring; and (4) Parameters for IRT Analysis of PIRLS Achievement Data. (Contains 66 exhibits and 34 footnotes. Individual chapters contain references.) [This report was published by the TIMSS & PIRLS Study Center, Lynch School of Education, Boston College.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Achievement; Reading Research; International Programs; Comparative Analysis; Reading Instruction; Reading Tests; Achievement Rating; Achievement Tests; Student Evaluation; Educational Indicators; Educational Assessment; Outcomes of Education

Abstract:
PIRLS 2006 provides countries with the unique opportunity to obtain internationally comparative data about how well their children can read. Countries also will obtain detailed information about home supports for literacy as well as school instruction. For the 35 countries that participated in PIRLS 2001, PIRLS 2006 will provide information on changes in students' reading achievement. Since PIRLS will continue on a five-year cycle into the future, new participants can collect important baseline information for monitoring trends in reading literacy. The PIRLS 2006 Assessment Framework and Specifications is intended as a blueprint for IEA's 2006 assessment of reading literacy. Adapted from the widely-accepted PIRLS 2001 framework, the 2006 framework resulted from a collaborative process involving many individuals and groups--notably the PIRLS Reading Development Group (RDG) and the National Research Coordinators (NRCs) of the more than 40 countries participating in PIRLS. All told, the framework underwent several iterations in response to the comments and interests of the PIRLS countries and the reading research community, and embodies the ideas and interests of many individuals and organizations around the world. After the Preface, this book is divided into four parts: (1) Overview of IEA's PIRLS Assessment; (2) PIRLS Reading Purposes and Processes of Reading Comprehension; (3) Contexts for Learning to Read; and Part (4) Assessment Design and Specifications. The following are appended: (1) PIRLS National Research Coordinators Contributors to PIRLS Development; (2) Sample Passages, Questions, and Scoring Guides; and (3) Comparison of the Progress in International Reading Literacy Study (PIRLS) and the Programme for International Student Assessment (PISA). [This book was published by TIMSS & PIRLS International Study Center.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grade 8; Grade 4; Geometric Concepts; Science Tests; Earth Science; Biological Sciences; Cognitive Measurement; Evaluation Methods; Guidance Programs; Formative Evaluation; Research Design; Context Effect; Number Concepts; Algebra; Computation; Mathematical Concepts; Class Activities; Global Approach; Cooperative Programs

Abstract:
Developing the Trends in International Mathematics and Science Study (TIMSS) 2007 Assessment Frameworks represents an extensive collaborative effort involving individuals and expert groups from more than 60 countries around the world. The document contains three frameworks for implementing TIMSS 2007--the Mathematics Framework, the Science Framework, and the Contextual Framework for questionnaires. It also provides an overview of the assessment design, including general parameters for item development. The TIMSS content frameworks for 2007 rely heavily on the extensive efforts expended to update the frameworks for 2003, when specific assessment objectives were developed for Grades 4 and 8. For 2007, there was a further effort to consolidate the major content domains and present them separately for the two grades, as follows: (1) Mathematics: Grade 4--Number, Geometric Shapes and Measures, Data Display; Grade 8--Number, Algebra, Geometry, Data and Chance Science; and (2) Science: Grade 4--Life Science, Physical Science, Earth Science; Grade 8--Biology, Chemistry, Physics, Earth Science. Both the mathematics and science assessment frameworks also have a cognitive dimension--Knowing, Applying, and Reasoning. To enable reporting by cognitive domains, these also were revised for TIMSS 2007 to sharpen the distinction among categories. Following a foreword and an introduction, this publication offers four chapters: (1) TIMSS 2007 Mathematics Framework; (2) TIMSS 2007 Science Framework; (3) TIMSS 2007 Contextual Framework; and (4) TIMSS 2007 Assessment Design. Appended are: (1) Acknowledgements; (2) Example Mathematics Items; and (3) Example Science Items. (Contains a list of 32 resources consulted.) [This document was also published by TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grade 4; Mathematics Achievement; Grade 8; Cognitive Measurement; Mathematical Concepts; Global Approach; Cooperative Programs; Research Methodology; Trend Analysis; Evaluation Methods; Program Descriptions; Thinking Skills; Problem Solving; Cognitive Ability; Scaling; Gender Differences; Summative Evaluation; Profiles; Comparative Education; Research Reports

Abstract:
This report documents the process undertaken to produce scales in three cognitive domains: knowing, applying, and reasoning. Included are the final scales showing differences among countries, as well as within countries. TIMSS 2003 is the third and most recently completed round of IEA's Trends in International Mathematics and Science Study, a very ambitious series of international assessments carried out in countries around the world to measure trends in mathematics and science learning at the fourth and eighth grades. Forty-nine countries participated in TIMSS 2003, with 23 having participated in all three assessments and another 14 having participated in two rounds. For mathematics, the five content domains were number, algebra (called patterns and relationships at fourth grade), measurement, geometry, and data. Each content domain described the topic areas to be assessed within that domain, and each topic area was elaborated with objectives specific to the eighth and fourth grades. Four cognitive domains were described--Knowing Facts and Procedures, Using Concepts, Solving Routine Problems, and Reasoning--together with the skills and abilities making up each domain. This report contains four chapters: (1) The Developmental Project to Report TIMSS 2003 Mathematics Achievement in Cognitive Domains; (2) Mathematics Achievement in the Cognitive Domains at the Fourth and Eighth Grades; (3) Achievement by Gender in the Mathematics Cognitive Domains at the Fourth and Eighth Grades; and (4) Country by Country Profiles of Achievement in the Mathematics Cognitive Domains. Appended are: (1) Mathematics Cognitive Domains Framework: TIMSS 2003 Developmental Project Fourth and Eighth Grades; (2) Overview of Procedures TIMSS 2003 Developmental Project; (3) Coverage of TIMSS 2003 Target Populations and Participation Rates; and (4) Percentiles and Standard Deviations of Mathematics Achievement in the Cognitive Domains. (Contains 23 exhibits.) [This document was also published by TIMSS & PIRLS International Study, Lynch School of Education, Boston College.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Grade 8; Grade 4; Mathematics Teachers; Mathematics Achievement; Student Attitudes; Student Characteristics; Mathematics Curriculum; Mathematics Instruction; Classroom Environment; Comparative Analysis; Educational Trends; Gender Differences; Benchmarking; Teaching Methods; Time on Task; Institutional Characteristics; Mathematics Activities; Computer Uses in Education; Calculators; Homework; Mathematics Tests; Parent Participation; Educational Environment; Attendance Patterns; School Safety; Self Esteem; National Curriculum; Teacher Education; Teacher Characteristics; Questionnaires

Abstract:
The Trends in International Mathematics and Science Study (TIMSS) 2003 is the most recent in a very ambitious series of international assessments conducted in nearly 50 countries to measure trends in mathematics and science learning. The aim of TIMSS, the Trends in International Mathematics and Science Study, is to improve the teaching and learning of mathematics and science by providing data about students' achievement in relation to different types of curricula, instructional practices, and school environments. The variation across the nearly 50 participating countries provides a unique opportunity to study different approaches to educational practices and how these can improve achievement. TIMSS is a project of the International Association for the Evaluation of International Achievement (IEA), an independent international cooperative of national research institutions and government agencies that has been conducting studies of cross-national achievement since 1959. Conducted first in 1995 and then in 1999, the regular four-year cycle of TIMSS studies provides countries with an unprecedented opportunity to obtain comparative information about their students' achievement in mathematics and science. This report contains the mathematics results for 46 countries and four benchmarking participants at the eighth grade and for 25 countries and three benchmarking participants at the fourth grade. Trend data are provided at the eighth and fourth grades for those countries that also participated in 1995 and 1999. After an executive summary and introduction, this book presents eight chapters: (1) International Student Achievement in Mathematics; (2) Performance at International Benchmarks; (3) Average Achievement in the Mathematics Content Areas; (4) Students' Backgrounds and Attitudes Towards Mathematics; (5) The Mathematics Curriculum; (6) Teachers of Mathematics; (7) Classroom Characteristics and Instruction; and (8) School Contexts for Learning and Instruction. This book concludes with the following Appendices: (1) Overview of TIMSS Procedures for Assessing Mathematics; (2) Multiple Comparisons of Average Achievement in Mathematics Content Areas; (3) The Test-Curriculum Matching Analysis: Mathematics; (4) Percentiles and Standard Deviations of Mathematics Achievement; (5) Descriptions of Mathematics Items at Each Benchmark; (6) Syrian Arab Republic and Yemen--Mathematics Achievement; and (7) Acknowledgements. [This document was also published by the TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Data Analysis; Elementary Secondary Education; National Surveys; Test Construction; Test Use; Validity

Abstract:
This paper addresses three key topics related to making state National Assessment of Educational Progress (NAEP) assessments more efficient: (1) reducing the burden for the states; (2) stabilizing the assessment schedule; and (3) facilitating and promoting the use of state NAEP data. The paper recommends promoting the use of state NAEP data for the continued success of the NAEP program. It suggests that this could involve devoting greater attention to how best to link state assessment and NAEP results, developing more timely and user-friendly reports and working with states and other organizations to address the needs of different NAEP audiences more effectively. The paper also suggests spending proportionately less of the state NAEP resources on data collection and more on disseminating information about the many uses of the program. (Contains 3 tables and 10 references.) (SLD) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Standards; Educational Change; Foreign Countries; Hands on Science; High Schools; Mathematics Achievement; Mathematics Education; Numeracy; Problem Solving; Science Achievement; Science Education; Science Process Skills; Scientific Literacy; Sex Differences; Standardized Tests; Student Evaluation; Tables (Data)

Abstract:
The Third International Mathematics and Science Study (TIMSS) covered five different grade levels, with more than 40 countries collecting data in more than 30 different languages. More than a million students were tested. The present report contains the TIMSS results for students in the final year of secondary school. Mathematics and science literacy achievement results are reported for 21 countries; advanced mathematics results and physics results, respectively, are reported for 16 countries. These results complete the first round of descriptive reports from the TIMSS study. Together with the results for primary school students (third and fourth grade in most countries) and middle school students (seventh and eighth grades in most countries), the results contained in this report provide valuable information about the relative effectiveness of a country's education system as students progress through school. A ten-page Executive Summary details the extensive conclusions to be drawn from the study. Dozens of tables and figures provide detailed statistics for all participating countries. The Netherlands and Sweden were the top performing countries in mathematics; France was the top performer in advanced mathematics; Norway and Sweden had physics achievement levels significantly higher than other participating countries. The appendixes contain extensive information pertaining to the development of the TIMSS tests, sample sizes and participation rates, compliance with sampling guidelines, and the test-curriculum matching analysis. (DDR) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Area Studies; Benchmarking; Comparative Analysis; Grade 8; International Studies; Junior High Schools; Mathematics Achievement; Mathematics Education; Science Education; Scientific Literacy; Standardized Tests

Abstract:
Reports from the Third International Mathematics and Science Study (TIMSS) provide a starting point from which to examine U.S. student achievement in mathematics and science in an international context. This publication illustrates how the different types of information found in the international reports can provide a springboard for in-depth reflection on the strengths and weaknesses of educational efforts in the United States at the national, state, and local levels. By highlighting some of the eighth-grade findings from TIMSS, this booklet aims to help readers better understand how TIMSS can serve as a tool for education reform. Policymakers and educators can compare the findings of TIMSS with local student performance and educational practices in order to facilitate reform initiatives. Contents include: "U.S. Achievement in International Context"; "Improving Thoughtful Problem Solving in Mathematics"; "Improving Scientific Understanding"; and "School Contexts for Learning." (AIM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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