TIMSS 2015 Framework

Assessment or survey framework

The curriculum in mathematics and science (overarching concept)

  • The intended curriculum (the mathematics and science that society intends that students learn; characteristics of the education system that facilitates this learning)
  • The implemented curriculum (the mathematics and science that are taught; characteristics of teaching and teachers)
  • The achieved curriculum (the mathematics and science that students have learned; their attitudes towards the respective subjects)

 

The mathematics assessment framework

  • Content dimension
    • Grade 4
      • Numbers
      • Geometric shapes and measures,
      • Data display
    • Grade 8
      • Numbers
      • Algebra
      • Geometry
      • Data and chance
  • Cognitive domain (Grades 4 and 8)
    • Knowing
    • Applying
    • Reasoning

 

The numeracy assessment framework

For TIMSS 2015 a new, less difficult mathematics assessment was developed: TIMSS Numeracy is intended for use in assessing mathematics in countries where most children are still developing fundamental mathematics skills.

  • Content domain (Grade 4)
    • Whole numbers
    • Fractions and decimals
    • Shapes and measures
  • Cognitive domain (Grade 4)
    • Knowing
    • Applying
    • Reasoning

 

The science assessment framework

  • Content dimension
    • Grade 4
      • Life science
      • Physical science
      • Earth science
    • Grade 8
      • Biology
      • Chemistry
      • Physics
      • Earth science
  • Cognitive dimension (Grades 4 and 8)
    • Knowing
    • Applying
    • Reasoning
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Contextual or background framework

National and community contexts

  • Economic resources, population demographics, and geographic characteristics
  • Organization and structure of the educational system
  • Student flow
  • Language(s) of instruction
  • Intended mathematics and science curriculum
  • Teachers and teacher education
  • Monitoring curriculum implementation

 

Home contexts

  • Home resources for learning
  • Language(s) spoken in the home
  • Parental educational expectations and academic socialization
  • Early literacy, numeracy, and science activities

 

School contexts

  • School location
  • School composition by student socioeconomic background
  • Instruction affected by mathematics and science resource shortages
  • Teacher availability and retention
  • Principal leadership
  • School emphasis on academic success
  • Safe, orderly, and disciplined school

 

Classroom contexts

  • Teacher preparation and experience
  • TIMSS mathematics and science topics taught
  • Classroom instructional resources and technology
  • Instructional time
  • Instructional engagement
  • Classroom assessment

 

Student characteristics and attitudes toward learning

  • Student readiness to learn
  • Student motivation
  • Student self-concept
  • Student characteristics
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Sources - Assessment Framework(s)
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