TIMSS 2015 OUTCOME MEASURES

Assessment domain(s)
  • Mathematics
  • Science
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Achievement and test scales
Scale creation

The TIMSS international achievement scales were developed on the basis of item response theory and population models using plausible values, with each student respondent being assigned five plausible values on each of the achievement scales.

Scale scores range from 0 to 1000.

Each international scale was established by TIMSS 1995 to have a midpoint of 500 located at the mean of the combined achievement distribution across all countries and 100 scale score points corresponding to one standard deviation of the combined distribution.

In order to measure trends over time, the results of all subsequent TIMSS assessments (1999, 2003, 2007, 2011, and 2015) were transformed into this metric.

 

Overview of achievement scales
  • Overall achievement (Mathematics and Science, Grades 4 and 8)
  • Content domains
    • Mathematics
      • Grade 4: numbers, geometric shapes and measures, data display
      • Grade 8: numbers, algebra, geometry, data and chance
    • Numeracy
      • Grade 4: whole numbers, fractions and decimals, shapes and measures
    • Science
      • Grade 4: life science, physical science, earth science
      • Grade 8: biology, chemistry, physics, earth science
  • Cognitive domains (Mathematics and Science, [Grades 4 and 8] Numeracy, Grade 4)
    • Knowing
    • Applying
    • Reasoning

Overall achievement results were reported in terms of the percentages of students reaching the following four benchmarks:

  • Advanced International Benchmark (625)
  • High International Benchmark (550)
  • Intermediate International Benchmark (475)
  • Low International Benchmark (400)

The descriptions of the competencies of students reaching each of these benchmarks were determined by means of a scale-anchoring process.

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Questionnaire and background scales
scale creation

TIMSS 2015 created a variety of background questionnaire scales to report the context questionnaire data.

Context questionnaire items were developed to be combined into scales measuring a single underlying latent construct.

Scales were calculated using item response theory (IRT), specifically a Rasch partial credit model.

In addition, categorical variables were created using these scales by classifying respondents into one of three groups: High, Middle, and Low. Cut-off points for categorization were determined on a scale-by-scale basis.

For certain scales that maintained many of the same items across TIMSS 2011 and TIMSS 2015, the scales were linked to allow for trend measurement on the background construct.

 
Questionnaire scales
  • Home environment support
    • Could Do Early Literacy and Numeracy Tasks When Began Primary School (Mathematics and Science, Grade 4)
    • Early Literacy and Numeracy Activities Before Beginning Primary School (Mathematics and Science, Grade 4)
    • Home Resources for Learning (Mathematics and Science, Grade 4)
    • Home Educational Resources (Mathematics and Science, Grade 8)
    • Parental Attitude Toward Mathematics and Science
    • Parents’ Perceptions of School Performance
  • School resources (Mathematics and Science, Grades 4 and 8)
    • Instruction Affected by Mathematics Resource Shortages
    • Instruction Affected by Science Resource Shortages
    • Problems with School Conditions and Resources
  • School climate (Mathematics and Science, Grades 4 and 8)
    • School Emphasis on Academic Success – Principals’ Reports
    • School Emphasis on Academic Success – Teachers’ Reports
    • Safe and Orderly School
    • School Discipline Problems
    • Student Bullying Scale
    • Students’ Sense of School Belonging (Grades 4 and 8)
    • Schools Where Students Enter the Primary Grades with Literacy and Numeracy Skills
  • Students’ attitudes
    • Students Like Learning Mathematics/Science (Mathematics and Science, Grades 4 and 8)
    • Students Like Learning Biology (Science, Grade 8)
    • Students Like Learning Chemistry (Science, Grade 8)
    • Students Like Learning Physics (Science, Grade 8)
    • Students Like Learning Earth Science (Science, Grade 8)
    • Students Confident in Mathematics/Science (Mathematics and Science, Grades 4 and 8)
    • Students Confident in Biology (Science, Grade 8)
    • Students Confident in Chemistry (Science, Grade 8)
    • Students Confident in Physics (Science, Grade 8)
    • Students Confident in Earth Science (Science, Grade 8)
    • Students Value Mathematics/Science (Mathematics and Science, Grade 8)
    • Students Value Biology (Science, Grade 8)
    • Students Value Chemistry (Science, Grade 8)
    • Students Value Physics (Science, Grade 8)
    • Students Value Earth Science (Science, Grade 8)
  • Instruction
    • Students Views on Engaging Teaching in Mathematics/Science Lessons (Mathematics and Science, Grades 4 and 8)
    • Students Views on Engaging Teaching in Biology Lessons (Science, Grade 8)
    • Students Views on Engaging Teaching in Chemistry Lessons (Science, Grade 8)
    • Students Views on Engaging Teaching in Physics Lessons (Science, Grade 8)
    • Students Views on Engaging Teaching in Earth Science Lessons (Science, Grade 8)
    • Teachers Emphasize Science Investigation (Science, Grades 4 and 8)
    • Teaching Limited by Student Needs (Grades 4 and 8)
    • Challenges Facing Teachers (Mathematics and Science, Grades 4 and 8)
    • Teacher Job Satisfaction (Mathematics and Science, Grades 4 and 8)
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