DDI_WLD_2007_TIMSS_v02_M DataFirst 2012-02-13 NADA DDI Document - Version 02 - (04/21/21) This version is identical to DDI_WLD_2007_TIMSS_v01_M but country field has been updated to capture all the countries covered by survey. Version 01: Adopted from "ddi-int-datafirst-timss-2007-v1" DDI that was done by metadata producer mentioned in "Metadata Production" section. Trends in International Mathematics and Science Study 2007 TIMSS 2007 WLD_2007_TIMSS_v01_M TIMSS International Study Center Copyright, International Association for the Evaluation of Educational Achievement (IEA) NADA National Center for Education Statistics, U.S. Department of Education National Science Foundation, U.S. World Bank Government of South Africa Manager, DataFirst Statistical Info. & Monitoring Prog. [hh/simpoc] v1: Edited, anonymised data for public distribution basic skills education [6.1] educational policy [6.3] TIMSS measures trends in mathematics and science achievement at the fourth and eighth grades in participating countries around the world, as well as monitoring curricular implementation and identifying promising instructional practices. Conducted on a regular 4-year cycle, TIMSS has assessed mathematics and science in 1995, 1999, 2003, and 2007, with planning underway for 2011. TIMSS collects a rich array of background information to provide comparative perspectives on trends in achievement in the context of different educational systems, school organizational approaches, and instructional practices. To support and promote secondary analyses aimed at improving mathematics and science education at the fourth and eighth grades, the TIMSS 2007 international database makes available to researchers, analysts, and other users the data collected and processed by the TIMSS project. This database comprises student achievement data as well as student, teacher, school, and curricular background data for 59 countries and 8 benchmarking participants. Across both grades, the database includes data from 433,785 students, 46,770 teachers, 14,753 school principals, and the National Research Coordinators of each country. All participating countries gave the IEA permission to release their national data. Armenia Australia Austria Bulgaria Bahrain Bosnia and Herzegovina Botswana Colombia Cyprus Czech Republic Germany Denmark Algeria Egypt, Arab Rep. United Kingdom United Kingdom Georgia Ghana Hungary Indonesia Iran, Islamic Rep. Israel Italy Jordan Japan Kazakhstan Korea, Rep. Kuwait Lebanon Lithuania Latvia Morocco Malta Mongolia Malaysia Netherlands Norway New Zealand Oman Qatar Romania Russian Federation Saudi Arabia Singapore El Salvador Serbia Slovak Republic Slovenia Sweden Syrian Arab Republic Thailand Tunisia Turkiye Taiwan, China Ukraine United States West Bank and Gaza Yemen, Rep. The survey had national coverage The data is at country level only Units of analysis in the study include documents, schools and individuals The TIMSS target populations are all fourth and eighth graders in each participating country. The teachers in the TIMSS 2007 international database do not constitute representative samples of teachers in the participating countries. Rather, they are the teachers of nationally representative samples of students. Therefore, analyses with teacher data should be made with students as the units of analysis and reported in terms of students who are taught by teachers with a particular attribute. Teacher data are analyzed by linking the students to their teachers. The student-teacher linkage data files are used for this purpose. Sample survey data [ssd] TIMSS 2007 gathered information about curricula, instructional practices, policies, and student background and attitudes. The TIMSS target populations are all fourth and eighth graders in each participating country. To obtain accurate and representative samples, TIMSS used a two-stage sampling procedure whereby a random sample of schools is selected at the first stage and one or two intact fourth or eighth grade classes are sampled at the second stage. This is a very effective and efficient sampling approach, but the resulting student sample has a complex structure that must be taken into consideration when analyzing the data. In particular, sampling weights need to be applied and a re-sampling technique such as the jackknife employed to estimate sampling variances correctly. In addition, TIMSS 2007 uses Item Response Theory (IRT) scaling to summarize student achievement on the assessment and to provide accurate measures of trends from previous assessments. The TIMSS IRT scaling approach used multiple imputation-or "plausible values"-methodology to obtain proficiency scores in mathematics and science for all students. Each student record in the TIMSS 2007 international database contains imputed scores in mathematics and science overall, as well as for each of the content domain subscales and cognitive domain subscales. Because each imputed score is a prediction based on limited information, it almost certainly includes some small amount of error. To allow analysts to incorporate this error into analyses of the TIMSS achievement data, the TIMSS database provides five separate imputed scores for each scale. Each analysis should be replicated five times, using a different plausible value each time, and the results combined into a single result that includes information on standard errors that incorporate both sampling and imputation error. Face-to-face [f2f] The study used the following questionnaires: Fourth Grade Student Questionnaire, Fourth Grade Teacher Questionnaire, Fourth Grade School Questionnaire, Eighth Grade Student Questionnaire, Eighth Grade Mathematics Teacher Questionnaire, Eighth Grade Science Teacher Questionnaire, and Eighth Grade School Questionnaire. Information on the variables obtained or derived from questions in the survey is available in the TIMSS 2007 user guide for the international database: Data Supplement3: Variables derived from the Student, Teacher, and School Questionnaire data. Each participating country was responsible for carrying out all aspects of the data collection, using standardized procedures developed for the study. Training manuals were created for school coordinators and test administrators that explained procedures for receipt and distribution of materials as well as for the activities related to the testing sessions. These manuals covered procedures for test security, standardized scripts to regulate directions and timing, rules for answering students’ questions, and steps to ensure that identifi cation on the test booklets and questionnaires corresponded to the information on the forms used to track students. TIMSS & PIRLS International Study Center International Study Center. Trends in International Mathematics and Science Study 2003 [dataset]. Version 1. Chestnut Hill, MA: TMSS International Study Center [producer and distributor], 2000. Available from http://www.timss.bc.edu Public use files, accessible to all 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.