TIMSS. Assessment frameworks and specifications 2003. 2nd ed.

Autor/inn/en	O'Connor, Kathleen M.; Mullis, Ina V.S.; Martin, Michael O.; Smith, Teresa A.; Garden, Robert A.; Gregory, Kelvin D.; Gonzalez, Eugenio J.; Chrostowski, Steven J.
Institution	International Association for the Evaluation of Educational Achievement
Titel	TIMSS. Assessment frameworks and specifications 2003. 2nd ed.
Quelle	Chestnut Hill, Mass.: International Study Center (2003), VI, 137 S.Verfügbarkeit
Beigaben	Illustrationen; Literaturangaben S. 93-96
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-889938-30-0
Schlagwörter	TIMSS (Third International Mathematics and Science Study); Testkonstruktion; Kognitive Kompetenz; Schuljahr 04; Schuljahr 08; Schüler; Leistungsbeurteilung; Schülerleistung; Lerninhalt; Curriculum; Mathematik; Naturwissenschaften; Leistungsmessung
Abstract	[This publication] describes in some detail the mathematics and science content to be assessed. The document also presents a framework describing the contextual factors associated with students' learning in mathematics and science. Finally, it provides an overview of the assessment design and the guidelines for item development. Developing the frameworks was a collaborative effort involving widespread participation and reviews by educators around the world. It was important to ensure that the mathematics and science frameworks included goals of mathematics and science education regarded as important in a significant number of countries. The frameworks, however, are not constrained to content and behaviors included in the curricula of all participating countries but look to the future. Designed to permit the content assessed by TIMSS to evolve, the frameworks reflect changes during the last decade in mathematics and science curricula and the way these subjects are taught. In particular, the 2003 frameworks were expanded to provide specific objectives for assessing students at the fourth and eighth grades. Similarly, it was important to ensure that the framework for contextual factors addressed policy relevant areas and provided the basis for producing internationally significant research. At the time of data collection, the second edition of the frameworks was produced to include a range of examples of assessment items from the field test along with sample student responses. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2009/1