IEA's TIMSS 2003 International Report on Achievement in the Mathematics Cognitive Domains: Findings from a Developmental Project

Autor/inn/en	Mullis, Ina V. S.; Martin, Michael O.; Foy, Pierre
Institution	International Association for the Evaluation of Educational Achievement.; Boston Coll., Chestnut Hill, MA.
Titel	IEA's TIMSS 2003 International Report on Achievement in the Mathematics Cognitive Domains: Findings from a Developmental Project
Quelle	(2005), (116 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-8899-3838-6
Schlagwörter	Quantitative Daten; 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 + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 08; 8. Schuljahr; Schuljahr 08; Globales Denken; Research method; Forschungsmethode; Trendanalyse; Denkfähigkeit; Problemlösen; Scale construction; Skalenkonstruktion; Geschlechterkonflikt; Charakterisierung; Profilanalyse; Vergleichende Erziehungswissenschaft; Research report; Forschungsbericht
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.] (Author).
Anmerkungen	International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. Tel: +31-20-625-3625; Fax: +31-20-420-7136; e-mail: department@iea.nl; Web site: http://www.iea.nl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2019/3/09