TIMSS Advanced 2015 Framework

Assessment or survey framework

The curriculum in advanced mathematics and physics (overarching concept)

  • The intended curriculum (the advanced mathematics and physics that society intends students to learn; characteristics of the education programs or tracks that facilitate this learning)
  • The implemented curriculum (the advanced mathematics and physics that are taught; characteristics of teaching and teachers)
  • The achieved curriculum (the advanced mathematics and physics that students have learned; their attitudes towards the respective subjects)


The advanced mathematics assessment framework

  • Content dimension
    • Algebra
    • Calculus
    • Geometry
  • Cognitive dimension
    • Knowing
    • Applying
    • Reasoning


The physics assessment framework

  • Content dimension
    • Mechanics and thermodynamics
    • Electricity and magnetism
    • Wave phenomena and atomic/nuclear physics
  • Cognitive dimension
    • Knowing
    • Applying
    • Reasoning
Contextual or background framework

National and community contexts (i.e., cultural, social, political, and economic factors)

  • Economic resources
  • Organization and structure of the educational system
  • Admission or recruitment into specialized STEM programs
  • Intended advanced mathematics and physics curricula
  • Teachers and teacher education
  • Administration of high-stakes summative examinations


School contexts

  • School composition by student socioeconomic background
  • Instruction affected by resource shortages
  • Teacher career satisfaction and teacher retention
  • Principal leadership
  • School climate


Classroom contexts

  • Teacher preparation and experience
  • TIMSS Advanced 2015 advanced mathematics and physics topics taught
  • Classroom instructional resources and technology
  • Instructional time
  • Instructional engagement


Student characteristics and attitudes toward learning

  • Educational and career intentions
  • Student motivation to learn advanced mathematics and physics
  • Expectations for educational attainment
  • Home resources for learning
  • Home use of language(s) of instruction
  • Student gender
  • Tutoring