DDI_WLD_2011_TIMSS_v02_M_WB Development Economics Data Group <_value> NADA DDI Document - Version 02 - (04/21/21) This version is identical to DDI_WLD_2011_TIMSS_v01_M_WB but country field has been updated to capture all the countries covered by survey. Version 01 (September 2018). Information provided in this documentation is excerpted from TIMSS 2011 INTERNATIONAL DATABASE <a href='https://timssandpirls.bc.edu/TIMSS2011/international-database.html'>website</a>. Trends in International Mathematics and Science Study 2011 TIMSS 2011 WLD_2011_TIMSS_v01_M TIMSS International Study Center NADA TIMSS & PIRLS International Study Center Statistical Info. & Monitoring Prog. [hh/simpoc] IEA's TIMSS measures trends in mathematics and science achievement at the fourth and eighth grades in participating countries around the world, while also monitoring curricular implementation and identifying promising instructional practices. TIMSS 2011 is the fifth in IEA's series of international assessments of student achievement dedicated to improving teaching and learning in mathematics and science. Conducted on a regular 4-year cycle, TIMSS has assessed mathematics and science in 1995, 1999, 2003, 2007, and 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. TIMSS 2011 is the fifth in IEA’s series of international assessments of student achievement dedicated to improving teaching and learning in mathematics and science. First conducted in 1995, TIMSS reports every four years on the achievement of fourth and eighth grade students. A number of countries participating in TIMSS 2011 will have trend data across assessments from 1995 to 2011. A globally cooperative enterprise, TIMSS conducts comprehensive state-of the-art assessments of student achievement supported with extensive data about country, school, and classroom learning environments. Fifty countries participated in TIMSS 2007, and more than 60 are expected to take part in TIMSS 2011. There is enormous diversity among the TIMSS countries—in terms of economic development, geographical location, and population size. Fundamental to IEA’s vision is the notion that the diversity of educational philosophies, models, and approaches that characterize the world’s education systems constitute a natural laboratory in which each country can learn from the experiences of others. TIMSS participants share the conviction that comparing education systems in terms of their organization, curricula, and instructional practices in relation to their corresponding student achievement provides information crucial for effective education policy-making. United Arab Emirates Armenia Australia Austria Azerbaijan Belgium Bahrain Botswana Canada Chile Czech Republic Germany Denmark Spain Finland United Kingdom Georgia Ghana Honduras Croatia Hungary Indonesia Ireland Ireland Iran, Islamic Rep. Israel Italy Jordan Japan Kazakhstan Korea, Rep. Kuwait Lebanon Lithuania Morocco North Macedonia Malta Malaysia Netherlands Norway New Zealand Oman Poland Portugal Qatar Romania Russian Federation Saudi Arabia Singapore Serbia Slovak Republic Slovenia Sweden Syrian Arab Republic Thailand Tunisia Turkiye Taiwan, China Ukraine United States West Bank and Gaza Yemen, Rep. South Africa National coverage Country level - Student - Teacher - School - Curriculum - Partent or gardian The TIMSS target populations are all fourth and eighth graders in each participating country. Sample survey data [ssd] TIMSS 2011 gathered information about curricula, instructional practices, policies, and student background and attitudes. TIMSS is designed to provide valid and reliable measurement of trends in student achievement in countries around the world, while keeping to a minimum the burden on schools, teachers, and students. The TIMSS program employs rigorous school and classroom sampling techniques so that achievement in the student population as a whole may be estimated accurately by assessing just a sample of students from a sample of schools. TIMSS assesses mathematics and science achievement at two grade levels and so TIMSS has two target populations-all students enrolled at the fourth grade and all students enrolled at the eighth grade. Countries may assess either or both student populations. TIMSS employs a two-stage random sample design, with a sample of schools drawn as a first stage and one or more intact classes of students selected from each of the sampled schools as a second stage. Intact classes of students are sampled rather than individuals from across the grade level or of a certain age because TIMSS pays particular attention to students' curricular and instructional experiences, and these typically are organized on a classroom basis. Sampling intact classes also has the operational advantage of less disruption to the school's day-to-day business than individual student sampling. Note: Details of the TIMSS 2011 sample design and implementation are available online at <a href='https://timssandpirls.bc.edu/methods/index.html'>Methods and Procedures in TIMSS and PIRLS 2011</a>. Face-to-face [f2f] International Version of the TIMSS 2011 Background and Curriculum Questionnaires International version of the TIMSS 2011 background and curriculum questionnaires compress of the following 10 sections: • Section 1: Fourth Grade Student Questionnaire • Section 2: Fourth Grade Home Questionnaire • Section 3: Fourth Grade Teacher Questionnaire • Section 4: Fourth Grade School Questionnaire • Section 5: Fourth Grade Curriculum Questionnaire • Section 6: Eighth Grade Student Questionnaire - General/Integrated Science Version & Eighth Grade Student Questionnaire - Separate Science Subjects Version • Section 7: Eighth Grade Mathematics Teacher Questionnaire • Section 8: Eighth Grade Science Teacher Questionnaire • Section 9: Eighth Grade School Questionnaire • Section 10: Eighth Grade Curriculum Questionnaire National Adaptations of International Background Questionnaires Background questionnaire adaptations include questions that countries were required to adapt, questions that were not administered, and questions that countries modified to suit their national context. National adaptations are presented in seven sections corresponding to the TIMSS 2011 background questionnaire types: • Section 1: Fourth Grade Student Questionnaire • Section 2: Fourth Grade Teacher Questionnaire • Section 3: Fourth Grade School Questionnaire • Section 4: Eighth Grade Student Questionnaire • Section 5: Eighth Grade Mathematics Teacher Questionnaire • Section 6: Eighth Grade Science Teacher Questionnaire • Section 7: Eighth Grade School Questionnaire Detailed description of the questionnaires is provided online at <a href='https://timssandpirls.bc.edu/TIMSS2011/international-contextual-q.html'>TIMSS 2011</a> website. International Association for the Evaluation of Educational Achievement (IEA) SOURCE: TIMSS 2011 Assessment. Copyright © 2009 International Association for the Evaluation of Educational Achievement (IEA). Publisher: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College. Please note that the <a href='https://timssandpirls.bc.edu/timsspirls2011/international-database.html'>website</a> and its contents, together with all online and/or printed publications and released items (‘works’) by TIMSS, PIRLS, and IEA, were created with the utmost care. However, the correctness of the information cannot be guaranteed at all times and IEA cannot and will not be held responsible or liable for any damages that may arise from the use of these resources, nor will IEA be liable for the wrongful use and/or interpretation of its works. Please be advised that IEA cannot authorize the use of texts or items that include third- party copyrighted materials (e.g., reading passages, photographs, images). Users of any third-party copyrighted materials must first seek and be granted copyright permission from the owner of the content as indicated in the copyright citation line.