Trends in International Mathematics and Science Study 1999

World, 1999

TIMSS International Study Center

Identification

Survey ID Number

WLD_1999_TIMSS_v01_M

Title

Trends in International Mathematics and Science Study 1999

Country

Name	Country code
World	WLD

Study type

Statistical Info. & Monitoring Prog. [hh/simpoc]

Abstract

The Trends in International Mathematics and Science Study (TIMSS) is an international assessment of the mathematics and science knowledge of 9–10 and 13–14 year old (Year 5 and Year 9 or fourth grade and eighth grade) students around the world. TIMSS was developed by the International Association for the Evaluation of Educational Achievement (IEA) to allow participating nations to compare students' educational achievement across borders. TIMSS was first administered in 1995, and every 4 years thereafter. In 1995, forty-one nations participated in the study. TIMSS consists of an assessment of mathematics and science, as well as student, teacher, and school questionnaires. The current assessment includes those topics in mathematics and science that students are likely to have been exposed to up to and including grade 4 and grade 8.

Kind of Data

Sample survey data [ssd]

Unit of Analysis

Units of analysis in the study include documents, schools and individuals

Version

Version Description

v1: Edited, anonymised data for public distribution

Scope

Notes

TIMSS 1999 was the second assessment in the series of IEA studies to measure trends in students' mathematics and science achievement. TIMSS 1999 was conducted by the TIMSS & PIRLS International Study Center at Boston College and included 38 countries. The 1999 assessment measured the mathematics and science achievement of eighth-grade students (ages 13 and 14 years) and collected extensive information from students, teachers, and school principals about mathematics and science curricula, instruction, home contexts, and school characteristics and policies. Of the 38 participating countries, 26 also participated in the 1995 TIMSS assessment, which enabled these countries to measure trends in their children's mathematics and science achievement and in schools and home contexts for learning.

The TIMSS 1999 Benchmarking Study included 13 states and 14 districts or consortia of districts from all across the United States. The TIMSS 1999 assessments were administered to representative samples of eighth-grade students in the districts and states in the spring of 1999, at the same time and following the same guidelines as those established for the 38 participating countries. In addition to testing achievement in mathematics and science, the TIMSS 1999 Benchmarking Study collected extensive information from students, teachers, and school principals about mathematics and science curricula, instruction, home contexts, and school characteristics and policies.

Topics

Topic	Vocabulary	URI
basic skills education [6.1]	CESSDA	http://www.nesstar.org/rdf/common
educational policy [6.3]	CESSDA	http://www.nesstar.org/rdf/common

Coverage

Geographic Coverage

The survey had international coverage

Geographic Unit

The data is at country level only

Universe

The study covered curricula and text-books, teachers and pupils at selected schools in the country

Producers and sponsors

Primary investigators

Name	Affiliation
TIMSS International Study Center	Boston College

Funding Agency/Sponsor

Name	Abbreviation	Role
National Center for Education Statistics, U.S. Department of Education	NCES	Funder
National Science Foundation, U.S.	NSF	Funder
World Bank		Funder

Data Collection

Dates of Data Collection

Start	End
1999	1999

Data Collection Mode

Face-to-face [f2f]

Data Collection Notes

IN ADDITION TO MEASURING TRENDS in mathematics and science achievement through analysis of curricula and text-books, TIMSS 1999 collected extensive information about the teaching and learning of mathematics and science around the world. Through a series of questionnaires, TIMSS gathered information about curriculum, instructional practices, policies, and student background and attitudes. Many of the questions also were asked in 1995, providing trends for countries that participated in both assessments.

Questionnaires

Data for the study was gathered through assessments of curricular documentation, and with questionnaires, including student, teacher (mathematics and science teachers), and school background questionnaires. Data Almanac files from the survey contain weighted summary statistics for each participating country on each variable in each of the questionnaires.

Access policy

Access authority

Name	Affiliation	Email	URL
TIMSS & PIRLS International Study Center	Boston College, Lynch School of Education	timss@bc.edu	http://timss.bc.edu/timss1999.html

Contacts

Name	Affiliation	Email	URL
Manager, DataFirst	University of Cape Town	info@data1st.org	http://www.datafirst.uct.ac.za

Access conditions

Public use files, accessible to all

Citation requirements

International Study Center. Trends in International Mathematics and Science Study 1999 [dataset]. Version 1. Chestnut Hill, MA: International Study Center [producer and distributor], 2000. Available from http://www.timss.bc.edu

Disclaimer and copyrights

Disclaimer

The user of the data acknowledges that the original collector of the data, the authorized distributor of the data, and the relevant funding agency bear no responsibility for use of the data or for interpretations or inferences based upon such uses.

Metadata production

DDI Document ID

DDI_WLD_1999_TIMSS_v01_M

Producers

Name	Affiliation	Role
DataFirst	University of Cape Town	DDI Producer

Date of Metadata Production

2012-02-09

DDI Document version

Version 01: Adopted from "ddi-int-datafirst-timss-1999-v1" DDI that was done by metadata producer mentioned in "Metadata Production" section.