Literaturnachweis - Detailanzeige
| Autor/inn/en | Mullis, Ina V. S.; Martin, Michael O.; Ruddock, Graham; O'Sullivan, Christine Y.; Preuschoff, Corinna |
|---|---|
| Titel | TIMSS 2011 assessment frameworks. |
| Quelle | Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College (2009), 190 S.
PDF als Volltext kostenfreie Datei |
| Beigaben | Illustrationen |
| Sprache | englisch |
| Dokumenttyp | online; gedruckt; Monographie |
| ISBN | 1-889938-54-8 |
| Schlagwörter | Forschungsdesign; TIMSS (Third International Mathematics and Science Study); Testaufgabe; Schüler; Leistungsbeurteilung; Schülerleistung; Lernbedingungen; Beispiel; Biologieunterricht; Chemieunterricht; Mathematikunterricht; Naturwissenschaftlicher Unterricht; Physikunterricht; Internationaler Vergleich |
| Abstract | The "TIMSS 2011 Assessment Frameworks" provides the foundation for IEA's TIMSS 2011 international assessments of mathematics and science at the fourth and eighth grades. The "TIMSS 2011 Mathematics Framework" and the "TIMSS 2011 Science Framework" presented 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 schooling situations and factors associated with students' learning in mathematics and science that will be investigated via the TIMSS 2011 Encyclopedia and the questionnaires completed by students, their teachers, and schools. Finally, Chapter 4 provides an overview of the test booklet design including general parameters for item development. (DIPF/Verlag). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2018/2 |
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