A Comparison of TIMSS Items Using Cognitive Domains

Autor/inn/en	Nixon, Ryan S.; Barth, Katie N.
Titel	A Comparison of TIMSS Items Using Cognitive Domains
Quelle	In: School Science and Mathematics, 114 (2014) 2, S.65-75 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12054
Schlagwörter	Comparative Analysis; Test Items; Data Analysis; Inferences; Foreign Countries; Achievement Tests; Cognitive Ability; Academic Achievement; Science Achievement; Mathematics Achievement; Cross Cultural Studies; Cultural Differences; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Auswertung; Inference; Inferenz; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Denkfähigkeit; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Cultural comparison; Kulturvergleich; Kultureller Unterschied
Abstract	The results of international assessments such as the Trends in International Mathematics and Science Study (TIMSS) are often reported as rankings of nations. Focusing solely on national rank can result in invalid inferences about the relative quality of educational systems that can, in turn, lead to negative consequences for teachers and students. This study seeks an alternative data analysis method that allows for improved inferences about international performance on the TIMSS. In this study, four classroom teachers categorized a sample of TIMSS items by the cognitive domains of knowing and applying using the definitions provided by the "TIMSS 2011 Assessment Frameworks." Items of different cognitive domains were analyzed separately. This disaggregation allowed for more valid inferences to be made about student performance. Results showed almost no significant difference between the performance of U.S. students and the students of five other nations. Additionally, no differences were observed in U.S. students' performance on knowing items and applying items, although students from some sample nations performed significantly better on knowing items. These results suggest that policy makers, educators, and citizens should be cautious when interpreting the results of TIMSS rank tables. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10