science

items

TIMSS
R E P E A T
•1999 •
S
TIMSS 1999 SCIENCE ITEMS

Released Set for Eighth Grade

 TIMSS 1999
IEA’s Repeat of the Third International Mathematics
and Science Study at the Eighth Grade
TIMSS 1999 Science Items:
Released Set for Eighth Grade

Overview of TIMSS timss 1999 also included a voluntary Benchmarking Study including 13
United States of America states and 14 districts and consortia. The results
timss 1999 represents the continuation of a long series of studies con- were published in Mathematics Benchmarking Report TIMSS 1999 - Eighth
ducted by the International Association for the Evaluation of Educational Grade: Achievement for U. S. States and Districts in an International Context (Mul-
Achievement (iea). Since its inception in 1959, the iea has conducted more lis, Martin, Gonzalez, O’Connor, Chrostowski, Gregory, Garden and Smith,
than 15 studies of cross-national achievement in the curricular areas of 2001) and Science Benchmarking Report TIMSS 1999 - Eighth Grade: Achievement
mathematics, science, language, civics, and reading. The Third Interna- for U. S. States and Districts in an International Context (Martin, Mullis, Gonza-
tional Mathematics and Science Study (timss), conducted in 1995-1996, lez, O’Connor, Chrostowski, Gregory, Smith and Garden, 2001).
was the largest and most complex iea study to date, and included both
mathematics and science at third and fourth grades, seventh and eighth
grades, and the final year of secondary school. Participants in TIMSS 1999
In 1999, timss again assessed eighth-grade students in both mathematics Of the 42 countries that participated in timss1 at the eighth grade in 1995,
and science to measure trends in student achievement since 1995. This 26 availed themselves of the opportunity to measure changes in the achieve-
study was also known as timss-Repeat, or timss-r. The results of timss 1999 ment of their students by also taking part in 1999 (see Exhibit 1). Twelve
were published in two companion volumes, TIMSS 1999 International Mathe- additional countries participated in 1999, for a total of 38 countries. Of
matics Report (Mullis, Martin, Gonzalez, Gregory, Garden, O’Connor, Chros- those taking part in 1999, 19 had also participated in 1995 at the fourth
towski, and Smith, 2000) and TIMSS 1999 International Science Report grade. Since fourth-grade students in 1995 were in eighth grade in 1999,
(Martin, Mullis, Gonzalez, Gregory, Smith, Chrostowski, Garden, and these countries can compare their eighth-grade performance with their per-
O’Connor, 2000). formance at the fourth grade, as well as with the eighth-grade performance
of students in other countries.

1. Results for 41 countries are reported in the 1995 international reports; Italy also completed the 1995 test-
ing, but too late to be included.
Exhibit 1: Countries Participating in TIMSS 1999 and TIMSS 1995 TIMSS 1995 TIMSS 1995
Country TIMSS 1999
TIMSS 1995 TIMSS 1995 (Grade 8) (Grade 4)
Country TIMSS 1999
(Grade 8) (Grade 4) ● ●
South Africa
Australia ● ● ● Spain ●
Austria ● ● Sweden ●
Belgium (Flemish) ● ● Switzerland ●
Belgium (French) ● Thailand ● ● ●
Bulgaria ● ● Tunisia ●
Canada ● ● ● Turkey ●
Chile ● United States ● ● ●
Chinese Taipei ●
Colombia ●
Cyprus ● ● ● The TIMSS 1999 Science Test
Czech Republic ● ● ●
Denmark ● The timss curriculum framework underlying the timss 1995 science test
England ● ● ●
●
was developed by groups of science educators with input from the timss
Finland
France ● National Research Coordinators (nrcs).2 The content aspect of the frame-
Germany ● work represents the subject matter content of school science. The perfor-
Greece ● ● mance expectations aspect of the framework describes, in a non-
Hong Kong, SAR ● ● ● hierarchical way, the many kinds of performances or behaviors that might
Hungary ● ● ●
be expected of students in school science. Working within the science cur-
Iceland ● ●
●
riculum framework, science test specifications were developed for timss
Indonesia
Iran, Islamic Republic ● ● ● 1995 that included items representing a wide range of science topics and
Ireland ● ● eliciting a range of skills from the students.
Israel ● ● ●
Italy ● ● ● To provide as much information as possible about the nature and scope of
Japan ● ● ● the 1995 timss achievement tests, almost two thirds of the items on the tests
Jordan ●
were released to the public. The remaining one-third were kept secure as a
Korea, Republic of ● ● ●
Kuwait ● ●
basis for accurately measuring trends in student achievement from 1995 to
Latvia ● ● ● 1999. Releasing most of the 1995 items enabled more meaningful reports,
Lithuania ● ● both national and international, to be published and also provided informa-
Macedonia, Republic of of” ● tion for secondary research. But it also meant that students in the timss
Malaysia ● 1999 samples may have been exposed to these items, which necessitated the
Moldova ●
development of new science items for timss 1999.
Morocco ●
Netherlands ● ● ●
New Zealand ● ● ●
The major goal of timss 1999 test development was to produce a test that
Norway ● ● would parallel that of timss 1995 in overall structure and content. The strat-
Philippines ● egy used involved treating the 1995 items as a representative sample from
Portugal ● ● the “pool” of all possible items within the defined test domain and selecting
Romania ● ●
new items from this “pool” with the same subdomains as the released items
Russian Federation ● ●
● ●
from timss 1995. In practice, each released item was evaluated to define its
Scotland
Singapore ● ● ●
Slovak Republic ● ● 2. The complete TIMSS curriculum frameworks can be found in Robitaille, D.F. et al. (1993). TIMSS Monograph
Slovenia ● ● ● No. 1: Curriculum Frameworks for Mathematics and Science. Vancouver, B.C.: Pacific Educational Press.

ii
subdomain (mathematics or science content, performance expectation, Exhibit 2: Distribution of Science Items by Content Reporting Category
item format, and difficulty level), and a set of potential replacement items Item Type
from the same subdomain was then created. This method ensured that the Number Score
Reporting Category
final test, comprising the nonreleased and replacement items, covered the Multiple- Short- Extended of Items Points
same test domain as in timss 1995. Choice Answer Response

The tests were developed through an international consensus involving Earth Science 17 4 1 22 23
input from experts in science and measurement specialists.3 The timss Sub- Life Science 28 7 5 40 42
ject Matter Item Committee, which included distinguished scholars from 10
countries, ensured that the test reflected current thinking and priorities Physics 28 11 - 39 39
within the field of science. The items underwent an iterative development Chemistry 15 2 3 20 22
and review process with one pilot testing effort involving 31 countries. Every
effort was made to help ensure that the tests represented the curricula of Environmental and 7 2 4 13 14
Resource Issues
the participating countries and that the items did not exhibit any bias
towards or against particular countries. The final forms of the test were Scientific Inquiry and 9 2 1 12 13
endorsed by the nrcs of all the participating countries. The resulting test for the Nature of Science
the timss 1999 students (eighth grade in many countries) contained 146
Total 104 28 14 146 153
science items representing a range of science topics and skills.

Approximately one-fourth of the timss items were in the free-response for- Exhibit 3: Distribution of Science Items by Performance Category
mat, which required students to generate and write their own answers. Number of Number
Total Number
Designed to represent approximately one-third of students’ response time, Performance Percentage Multiple- of Free-
Number of Score
some free-response questions asked for short answers, while others called Category of Items Choice Response
of Items points
Items Items
for extended responses and required students to show their work. The
remaining questions used a multiple-choice format. The distribution of Understanding Simple 39 57 56 1 57
items across content areas (as reported in the international reports) and Information
performance expectations, as well as by item format, is presented in Exhibits
Understanding 31 45 30 15 47
2 and 3, respectively. To ensure broad subject matter coverage without Complex Information
overburdening individual students, timss used a rotated design that
included both the mathematics and science items. In accordance with the Theorizing, Analyxing 19 28 5 23 32
design, the mathematics and science items were assembled in 26 different and Solving Problems
clusters — labeled A through Z. The clusters were assigned to eight differ- Using Tools, Routine 7 10 9 1 10
ent booklets in accordance with the rotated design so that representative Procedures and
samples of students responded to each cluster.4 Each student completed one Science Processes
90-minute test booklet containing both mathematics and science items. Investigating the 4 6 4 2 7
Natural World

Total 100 146 104 42 153

3. Garden, R. A. and Smith, T. A. (2000) “TIMSS Test Development” in M.O. Martin, K. D. Gregory, and S. E.
Stemler, eds, TIMSS 1999 Technical Report, Chestnut Hill, MA: Boston College.
4. The TIMSS test design is documented in Garden, R. A. and Smith, T. A. (2000) “TIMSS Test Development” in
M.O. Martin, K. D. Gregory, and S. E. Stemler, eds, TIMSS 1999 Technical Report, Chestnut Hill, MA: Boston
College.

iii
Item Release Policy Across the top of each item, there is documentation about the item includ-
ing the item label, item identification, the classification of the item by con-
In accordance with iea policy, timss kept about one-half of the timss 1999 tent category and performance expectation as well as information about
items secure for future use in measuring international trends in mathemat- scoring, trend status and international performance. If the item is a two-part
ics and science achievement. The secure items are in every second cluster, item, the documentation for Part A is shown on the first page and the docu-
starting with cluster A. All the remaining items, those in every second cluster mentation for Part B is shown on the following page.
starting with cluster B, are available for general use. This means that half of
Key. For multiple-choice items, the key for the correct answer is provided.
the secure items from 1995 are now being released. To facilitate their use,
For free-response questions, the scoring rubrics identifying categories of
the released timss items for timss 1999 have been replicated in their
responses and their codes are shown next to the item. In scoring the timss
entirety in this science volume and in the companion mathematics volume.
free-response questions, timss utilized two-digit codes with rubrics specific
As shown in Exhibit 4, this volume contains 68 science items. To provide a
to each item. The first digit designates the correctness level of the response.
unique identifier for each item, the timss cluster and item number is shown
The first digit is usually a “1” designating a correct response, a “7” indicating
in the box on the right hand side of each page.
an incorrect response, or a “9” for non-response. Sometimes, however, fully
Some of the free-response items have multiple parts, indicated as A, B, or C. correct responses are differentiated from partially correct responses. In
In addition, for some items, students were asked to provide an answer with these instances, the fully correct responses are designated by a “2” and the
supporting work, or to provide two reasons, examples, consequences, etc. partially correct responses by a “1.” The second digit, combined with the
For these items, derived variables based on the combined scores of the sepa- first digit, represents a diagnostic code used to identify specific types of
rate parts (A and B, or B and C) were also computed. These derived vari- approaches, strategies, or common errors and misconceptions.
ables are indicated as D.
Content Category. The science items were reported according to six con-
While the purpose of this volume is to encourage the use of timss and timss tent areas.
items, please note the iea copyright; appropriate references to the iea and
• Earth Science
timss should be provided in your use of these items.
• Life Science
• Physics
Item Documentation and Item Results
• Chemistry
The timss tests were prepared in English and translated into 33 additional • Environmental and Resource Issues
languages. Each item is reproduced for this volume as it was presented to
• Scientific Inquiry and the Nature of Science
each of the timss countries. In translating the tests or making adaptations
for cultural purposes, every effort was made to ensure that the meaning and Exhibit 4 indicates which items have been classified into each of the six con-
difficulty of items did not change. This process required an enormous effort tent areas.
by the national centers, with many checks made along the way.5

All of the items in this volume are science items. The mathematics items are
provided in a companion volume, TIMSS 1999 Mathematics Items: Released Set
for Grade 8

5. More details about the translation verification procedures can be found in O’Connor, K. M. and Malak, B.
(2000) “Translation and Cultural Adaptation of the TIMSS Instruments”, in M.O. Martin, K. D. Gregory, and
S. E. Stemler, eds, TIMSS 1999 Technical Report, Chestnut Hill, MA: Boston College.

iv
Performance Expectation. Items were classified into the following per- For More Information About TIMSS
formance expectations.
For more details about the timss 1999 results and procedures, please see
• Understanding Simple Information
the following reports:
• Understanding Complex Information
Martin, M.O., Mullis, I.V.S., Gonzalez, E.J., Gregory, K.D., Smith, T.A.,
• Theorizing, Analyzing, and Solving Problems
Chrostowski, S.J., Garden, R.A., & O’Connor, K.M. (2000). TIMSS 1999
• Using Tools, Routine Procedures, and Science Processes International Science Report: Findings from IEA’s Repeat of the Third International
• Investigating the Natural World Mathematics and Science Study at the Eighth Grade. Chestnut Hill, MA: Boston
College.
International Average Percentage of Eighth Grade Students
Responding Correctly. The percent of students responding correctly to Mullis, I.V.S., Martin, M.O., Gonzalez, E.J., Gregory, K.D., Garden, R.A.,
the item reflects the international average across the countries participating O’Connor, K.M., Chrostowski, S.J., & Smith, T.A. (2000). TIMSS 1999 Inter-
in timss 1999. That is, first the percentage of students responding correctly national Mathematics Report: Findings from IEA’s Repeat of the Third International
to the item was calculated for each country. Next, an average was calculated Mathematics and Science Study at the Eighth Grade. Chestnut Hill, MA: Boston
across the 38 countries. For items using a partial credit scoring scheme, the College.
percentages given are for students responding with fully correct answers.
Martin, M.O., Gregory, K.D., and Stemler, S.E., eds., (2000), TIMSS 1999
Technical Report, Chestnut Hill, MA: Boston College.

Martin, M.O., Mullis, I.V.S., Gonzalez, E.J., O’Connor, K.M., Chrostowski,

S.J., Gregory, K. D., Garden, R. A. & Smith, T.A. (2001). Science Benchmark-
ing Report TIMSS 1999 - Eighth Grade: Achievement for U. S. States and Districts in
an International Context. Chestnut Hill, MA: Boston College.

Mullis, I.V.S., Martin, M.O., Gonzalez, E.J., O’Connor, K.M., Chrostowski,

S.J., Gregory, K. D., Smith, T.A. & Garden, R. A. (2001). Mathematics Bench-
marking Report TIMSS 1999 - Eighth Grade: Achievement for U. S. States and Dis-
tricts in an International Context. Chestnut Hill, MA: Boston College.

v
Exhibit 4: Item Listing by Science Content Area
Life Science
Earth Science
D05 Sensory messages to the brain
B05 Elevation diagram of wind/temperature
D06 Seed development from plant part
D03 Contour map showing river
F01 Characteristic of mammal
F05 Oxygen equipment on mountain tops
F03 Interpretation of senses
H03 Why moon shines
H01 NOT a function of blood
H04 Diagram of soil layers
H02 Role of vitamins
J01 Earth's plates over millions of years
J02 Feature shared by all insects
J06 Factor explaining seasons on Earth
J07 Reason for protein in diet
J09 Life on other planets
L02 Large leaves on seedlings
R04 Atmospheric conditions in jets
L03 Physical characteristic of prey
Z02 Diagram of rain from sea
L05 Wolves marking territory

L08 Complete food web

N02 Food web - effect of crop failure

N03 Bacteria to convert milk to yogurt

N05 Bone meal for plant growth

N06 Definition of tissue

N08 Mammal/lizards living in cold regions

P03 Tree growth

P04 Hibernating animals

P06 Digestion in stomach

R03A Two outcomes of introducing new species

R03B Two outcomes of introducing new species

R03D Two outcomes of introducing new species

X02A Importance of trees/sun in rain forest

X02B Importance of trees/sun in rain forest

vi
 Physics Chemistry

B02 Energy released from car engine F06 Best reason for painting iron surfaces

B03 Greatest density from mass/volume table H06 Burning wood absorbs/releases energy

B06 Color reflecting most light J03 Compounds, molecules and atoms

D01 Light rays through magnifying glass L06 Filtration of mixtures

D02 Magnetic substances N07 Example of chemical reaction

D04 Sequence of energy changes R05 Small pieces of wood burn faster

F02 Why light-colored clothes are cooler Z01A Galvanization of steel

H05 Energy stored in food Z01B Galvanization of steel

J04 Evaporation rate by surface area Z01C Galvanization of steel

J05 Gravity acting on rocket Z01D Galvanization of steel

J08 Sunscreen to protect against radiation

L01 Rotating forces on wheel Environmental and Resource Issues

L04 Efficiency of machines F04 Area where soil is washed away

N01 Complete circuits L07 Effectiveness of insecticides

N09 Balancing 10 and 5 liter buckets P05A Two reasons for famine

N10 Flashlights with white/black reflectors P05B Two reasons for famine

P01 Determination of speed from graph P05D Two reasons for famine

P02 Amount of light on wall and ceiling R06 Result of global warming

R02 Appearance of red dress in green light

Scientific Inquiry and the Nature of Science
X01 Conversion of electrical/light energy
N04 Evaporation of vinegar and oil
Z03 Heat expansion of balloons
P07 Replication of measurements

R01 Bacteria/mold experiment

X03 Heart rate experiment design

vii
Layers of Earth B01
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Earth Science Understanding Simple Information C 1 82 Y

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S012007 1

Energy released from car engine B02
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Physics Understanding Simple Information B 1 58 Y

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S012008 2

Greatest density from mass/volume table B03
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Theorizing, Analyzing and Solving

Physics C 1 28 Y
Problems

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S012009 3

Pulse/breathing rate after exercise B04
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Understanding Complex
Life Science C 1 87 Y
Information

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S012010 4

Elevation diagram of wind/temperature B05
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Using Tools, Routine Procedures

Earth Science A 1 47 Y
and Science Processes

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S012011 5

Color reflecting most light B06
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Physics Understanding Simple Information A 1 82 Y

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S012012 6

Light rays through magnifying glass D01
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Understanding Complex
Physics B 1 42 Y
Information

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S012019 7

Magnetic substances D02
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Understanding Complex
Physics C 1 72 Y
Information

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S012020 8

Contour map showing river D03
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Using Tools, Routine Procedures

Earth Science B 1 37 Y
and Science Processes

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S012021 9

Sequence of energy changes D04
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Understanding Complex
Physics C 1 59 Y
Information

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S012022 10

Sensory messages to the brain D05
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Life Science Understanding Simple Information C 1 69 Y

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S012023 11

Seed development from plant part D06
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Life Science Understanding Simple Information A 1 71 Y

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S012024 12

Characteristic of mammal F01
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Life Science Understanding Simple Information B 1 70 Y

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S012031 13

Why light-colored clothes are cooler F02
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Understanding Complex
Physics A 1 65 Y
Information

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S012032 14

Interpretation of senses F03
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Life Science Understanding Simple Information A 1 65 Y

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S012033 15

Area where soil is washed away F04
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Understanding Complex
Environmental and Resource Issues D 1 68 Y
Information

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S012034 16

Oxygen equipment on mountain tops F05
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Understanding Complex
Earth Science A 1 79 Y
Information

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S012035 17

Best reason for painting iron surfaces F06
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Chemistry Understanding Simple Information E 1 67 Y

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S012036 18

NOT a function of blood H01
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Life Science Understanding Simple Information A 1 70 Y

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S012043 19

Role of vitamins H02
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Life Science Understanding Simple Information D 1 78 Y

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S012044 20

Why moon shines H03
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Earth Science Understanding Simple Information A 1 81 Y

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S012045 21

Diagram of soil layers H04
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Understanding Complex
Earth Science A 1 48 Y
Information

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S012046 22

Energy stored in food H05
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Physics Understanding Simple Information B 1 24 Y

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S012047 23

Burning wood absorbs/releases energy H06
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Chemistry Understanding Simple Information A 1 55 Y

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S012048 24

Earth's plates over millions of years J01
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Earth Science Understanding Simple Information C 1 75 N

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022073 25

Feature shared by all insects J02
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Life Science Understanding Simple Information A 1 49 N

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022099 26

Compounds, molecules and atoms J03
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Understanding Complex
Chemistry Rubric 1 46 N
Information

Code Response Item: S022174

Correct Response
10 Compounds - Molecules - Atoms
Incorrect Response
70 Compounds - Atoms - Molecules
71 Molecules - Atoms - Compounds
79 Other incorrect (including crossed out/erased, stray marks, illegible, or off task).
Nonresponse
99 BLANK

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022174 27

Evaporation rate by surface area J04
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Understanding Complex
Physics C 1 84 N
Information

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022009 28

Gravity acting on rocket J05
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Physics Understanding Simple Information D 1 36 N

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022012 29

Factor explaining seasons on Earth J06
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Understanding Complex
Earth Science C 1 26 N
Information

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022082 30

Reason for protein in diet J07
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Life Science Understanding Simple Information C 1 33 N

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022094 31

Sunscreen to protect against radiation J08
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Physics Understanding Simple Information D 1 62 N

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022278 32

Life on other planets J09
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Theorizing, Analyzing and Solving

Earth Science Rubric 1 66 N
Problems

Note: A correct response must clearly indicate the reason why a condition listed in the table
makes it hard for humans to live on Proto. Responses referencing insufficient (too little,
less, not enough, etc.) oxygen with or without explicitly mentioning breathing will be
given credit (Code 10) due to the assumption of common knowledge. If more than one
reason is given, assign the code corresponding to the first correct reason.

Code Response Item: S022081

Correct Response
10 States there would be insufficient (too little, less, not enough, etc.) oxygen (to breath).
Examples: People could not survive on Proto because there is not enough oxygen to breath.
There is only 5% oxygen and that is not enough to survive.
11 States that the atmospheric pressure would be too low with an explanation based on low air/oxygen levels
or effects of lower boiling point, etc.
Example: The atmosphere is too thin, so we cannot breath.
12 States that there is no ozone layer to protect people (against star’s UV radiation).
Examples: There is not enough ozone on Proto to give humans adequate protection from UV rays.
No protection (from Sun) by an ozone layer.
13 States that no cloud cover means no (low) water.
Example: Proto may not have any water on it since it lacks clouds.
14 States that it is too cold (due to distance from the star).
Examples: Proto is too far from the star, and therefore it would be very cold.
People would freeze to death on Proto.
19 Other correct.
Incorrect Response
70 Merely repeats information in table and/or stem with no explanation.
Examples: Proto has no ozone layer.
The pressure is too low to survive.
The oxygen is 5% and the nitrogen is 90%.
71 States that it is too hot due to no ozone layer.
Example: Without an ozone layer the planet would heat up too much.
72 States that there is little (no) gravity (confuses atmospheric pressure with gravity).
Examples: People would float on Proto because the pressure is too low.
There is not enough pressure to keep people on the ground.
79 Other incorrect (including crossed out/erased, stray marks, illegible, or off task).
Nonresponse
99 BLANK

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022081 33

Rotating forces on wheel L01
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Understanding Complex
Physics D 1 62 N
Information

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022014 34

Large leaves on seedlings L02
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Understanding Complex
Life Science D 1 72 N
Information

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022131 35

Physical characteristic of prey L03
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Understanding Complex
Life Science A 1 37 N
Information

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022132 36

Efficiency of machines L04
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Theorizing, Analyzing and Solving

Physics Rubric 1 31 N
Problems

Note: A correct response must identify B and include an explanation based on the concept of
energy efficiency (ratio of energy output to energy input) that compares the volume of
water pumped for an equivalent volume of gasoline used for the two machines.
Responses based ONLY on comparing the amount of gasoline used OR the amount of
water pumped by the machines without considering the ratio of water/gasoline are scored
as incorrect (Codes 70 and 72). No credit is lost for missing/incorrect units or for minor
computational errors, provided the correct conclusion and explanation are given.

Code Response Item: S022017

Correct Response
10 B. With correct explanation based on the concept of energy efficiency (B uses less gasoline than A for an
equivalent volume of water pumped).
Examples: B. Because it uses 1L of gas per 1000L of water and A used 1.25L for 1000L of water.
B. Because it uses less gasoline per liter of water.
B. Because it can pump the same amount of liters using less gas.
Incorrect Response
70 B. It uses less gasoline (no comparison of efficiency based on volume of water pumped).
Examples: B. It used .5L of gas in an hour, and A used 1.25L in an hour.
B. Its uses less gas in an hour.
B. The engine used .75L less gas.
71 B. Other incorrect/inadequate or no explanation.
72 A. It removes more water in 1 hour (no comparison of efficiency based on gas used).
Examples: A. It pumps more water.
A. It pumps 1.25 liters and B only pumps 0.5 liters.
A. It pumped 500L more than B.
73 A. Other incorrect/inadequate or no explanation.
79 Other incorrect (including crossed out/erased, stray marks, illegible, or off task).
Nonresponse
99 BLANK

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022017 37

Wolves marking territory L05
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Life Science Understanding Simple Information C 1 60 N

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022295 38

Filtration of mixtures L06
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Using Tools, Routine Procedures

Chemistry B 1 39 N
and Science Processes

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022194 39

Effectiveness of insecticides L07
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Understanding Complex
Environmental and Resource Issues B 1 48 N
Information

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022118 40

Complete food web L08
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Understanding Complex
Life Science Rubric 1 55 N
Information

Note: There are two possible food webs that are accepted as correct. The most likely
corresponds to Code 10. An alternative, but less preferred, food web with the hawk (3)
and snake (4) reversed is also scored as correct (Code 11).

Code Response Item: S022140

Correct Response
10 Four placed correctly: 2,1,4,3 or names of animals/plants (corn, caterpillar, snake, hawk) as shown in the
diagram above.
11 Same as with Code 10 but with hawk and snake reversed.
Incorrect Response
79 Other incorrect (including crossed out/erased, stray marks, illegible, or off task).
Nonresponse
99 BLANK

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022140 41

Complete circuits N01
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Understanding Complex
Physics C 1 64 N
Information

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022007 42

Food web - effect of crop failure N02
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Theorizing, Analyzing and Solving

Life Science Rubric 1 26 N
Problems

Note: A correct response must include a feasible explanation directly relating the predicted
change in robin population to the effect of corn crop failure on prey/predator
relationships indicated in the food web. Responses do not have to use the specific terms
decrease, increase, and same, as long as the explanation is clear with respect to the
effect on the robin population. If more than one effect is given, assign the code
corresponding to the first correct explanation.

Code Response Item: S022141

Correct Response
10 Robin population may decrease. Explanation based on predators (snakes/hawks) eating more robins if
mice die.
Examples: Goes down. The mice would starve and the snake would eat the robins.
There would be less robins because the mouse population would decrease and the snakes
(and/or hawks) would eat more of the robins.
11 Robin population may increase. Explanation based on predators (snakes/hawks) dying due to lack of food
(mice).
Examples: It would go up because the snakes die if the mouse starves.
There could be more robins because there are fewer snakes (and/or hawks) to eat them.
12 Robin population would stay the same with a feasible explanation.
Example: It would not change because the mouse would find other grain to eat so the snake would
be unaffected.
19 Other acceptable explanation.
Incorrect Response
70 Robin population would decrease. Incorrect explanation based on robins starving if snakes die (confuses
prey/predator relationship).
Examples: Decreases because there are less snakes to eat.
When corn dies, mice die, then snakes, then robins starve.
71 Robin population would decrease. Incorrect explanation based on the robin needing corn to survive.
Example: Decrease because they need the corn.
72 Robin population would stay the same. Incorrect explanation based on the robins not needing corn to
survive or not being connected to corn in the food web. (Does not consider the effect of predators.)
Examples: Nothing because the robin only eats insects.
Nothing would happen. The corn is on a different chain in the food web.
73 Mentions only that the whole food web will be upset and/or all the animals will die.
Example: The whole food web would erupt and everything would die.
79 Other incorrect (including crossed out/erased, stray marks, illegible, or off task).
Nonresponse
99 BLANK

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022141 43

Bacteria to convert milk to yogurt N03
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Life Science Understanding Simple Information A 1 54 N

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022123 44

Evaporation of vinegar and oil N04
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Scientific Inquiry and the Nature of

Investigating the Natural World C 1 48 N
Science

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022238 45

Bone meal for plant growth N05
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Life Science Understanding Simple Information B 1 56 N

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022145 46

Definition of tissue N06
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Life Science Understanding Simple Information A 1 41 N

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022293 47

Example of chemical reaction N07
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Chemistry Understanding Simple Information C 1 49 N

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022178 48

Mammal/lizards living in cold regions N08
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Understanding Complex
Life Science D 1 40 N
Information

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022137 49

Balancing 10 and 5 liter buckets N09
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Theorizing, Analyzing and Solving

Physics D 1 71 N
Problems

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022030 50

Flashlights with white/black reflectors N10
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Theorizing, Analyzing and Solving

Physics Rubric 1 39 N
Problems

Note: A correct response must identify Roddy’s and include an explanation based on the
relative reflectivity of the white and black cardboard. Credit is given both for responses
explicitly mentioning the higher reflectance of the white cardboard and/or the higher
absorptance of the black cardboard as well as responses communicating this concept
using less scientific terminology.

Code Response Item: S022049

Correct Response
10 Roddy's. With correct explanation based on the higher reflectivity of the white cardboard (or lower
reflectivity/higher absorption of the black cardboard). [Explicitly refers to absorption and/or
reflectivity.]
Examples: Roddy’s. Because light reflects better off lighter colors.
Roddy’s. Roddy’s does not absorb as much as Stephanie’s.
Roddy’s. Because white reflects light and black absorbs it.
Roddy’s. Dark colors absorb the light so more light would be absorbed by Stephanie’s
flashlight.
Roddy’s. Stephanie’s reflector would absorb the light and not reflect it onto the wall.
11 Roddy’s. Explanation based on the concept of higher reflectivity but using other terminology. [Does not
explicitly refer to absorption/reflection properties.]
Examples: Roddy’s. The light will bounce off something brighter like the white reflector.
Roddy’s. White reflector throws off light better than black.
Roddy’s. Because black draws the light and white repels it.
Roddy’s. The light gets defined more by the white one.
Roddy’s. More light shines off a white surface.
19 Other correct.
Incorrect Response
70 Roddy’s with an inadequate/incorrect or no explanation.
Examples: Roddy’s. You can see the light with the white cardboard.
Roddy’s. White cardboard intensifies the light.
Roddy’s. Far away.
Roddy’s. Its white.
71 Stephanie's. With or without explanation.
Examples: Stephanie’s. The black reflector is better.
Stephanie’s. Black absorbs light and heat, white deflects it.
Stephanie’s. The light will shine through the white reflector.
79 Other incorrect (including crossed out/erased, stray marks, illegible, or off task).
Nonresponse
99 BLANK

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022049 51

Determination of speed from graph P01
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Theorizing, Analyzing and Solving

Physics D 1 54 N
Problems

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022280 52

Amount of light on wall and ceiling P02
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Theorizing, Analyzing and Solving

Physics Rubric 1 24 N
Problems

Note: A correct response is based on the same amount of light reaching both the ceiling and the
wall but being more spread out (less bright) on the ceiling. Correct responses must
identify NO and include an explanation that states that the light is the same (Code 10) or
that indicates that the light is just more spread out (less bright) on the ceiling without
explicitly stating same (Code 11). If the explanation merely repeats information that is in
the stem, it is scored as incorrect (Code 71) even if NO is checked. If a response indicates
that there is less light on the ceiling, the explanation must include a correct reason based
on more air absorption/scattering at a greater distance to receive the correct Code 12.
Responses that indicate less light at a greater distance without further explanation should
receive Code 70.

Code Response Item: S022043

Correct Response
10 No. Explains that the same amount of light reaches the wall and ceiling. (May also refer to light being
more spread out on the ceiling or less concentrated/focused/bright).
Examples: No. It is going to be the same amount of light because James is using the same flashlight.
No. The light might be bigger but will not be as bright. They are equal.
No. The same amount of light hits the ceiling but is more spread out.
11 No. Explains (or shows in a diagram) that light is (only) more spread out (less bright) at a greater
distance. (Does not explicitly state that the light is the same.)
Example: No. It only looks bigger because it spreads out more as it gets farther away.
12 No. Explains that less light reaches the ceiling because of more air absorption/scattering at a greater
distance.
Example: No. The ceiling is further away, and a little bit more of the light is soaked up by the air.
19 No. Other correct explanation.
Incorrect Response
70 No. States that less light reaches the ceiling with inadequate explanation related to distance from source.
(Does not include explanation of less light due to air absorption or scattering as in Code 12).
Examples: No. Because the flashlight is closer to the wall, the wall will receive more light.
No. The ceiling is further than the wall is so there is less light.
71 No. Other incorrect/inadequate or no explanation. (Includes explanations that merely paraphrase the
stem).
Example: No. When it is close its a smaller circle.
72 Yes. Explanation based on light being bigger or more spread out.
Examples: Yes. Because the light makes a bigger circle.
Yes. Because if you move back it makes a large circle on the wall and if you move close
it makes a small circle.
Yes. The further it goes, the bigger it gets.
73 Yes. Other incorrect/inadequate or no explanation.
79 Other incorrect (including crossed out/erased, stray marks, illegible, or off task).
Nonresponse
99 BLANK

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022043 53

Tree growth P03
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Theorizing, Analyzing and Solving

Life Science Rubric 1 41 N
Problems

Note: A correct response is based on trees increasing in height as a result of growth at the tips
of stems/branches (apical meristem) and trunk growth only resulting in increased
diameter. Responses should be scored as correct if either of these two factors are
included.

Code Response Item: S022258

Correct Response
10 Mentions that trees grow in height at the tips of stems/branches. (May also mention trunk growth
increasing in diameter.)
Examples: Trees grow at the bottom, but the bottom only gets wider. The branches grow wider and
taller.
Because the tree grows from the top of the branches
The increased height was because the top of the tree grew, not the bottom.
11 Mentions ONLY that the trunk grows in width or diameter but not height (without mentioning growth of
the stem or branches).
Examples: The trunk size will either expand (get fatter) or grow in width, but will not grow upward.
Trunks are the only parts that do not grow upwards.
Because the trunk gets thicker not higher.
19 Other correct.
Incorrect Response
70 Mentions only that the trunk does not grow (is dead).
Examples: The trunk had stopped growing.
The tree trunk was probably not growing the branches there.
He hammered the nail into the trunk of the tree which does not grow.
71 Mentions that the nail stops or prevents growth.
Examples: Because the nail stopped it from growing at that certain part.
The tree will not grow on that side.
79 Other incorrect (including crossed out/erased, stray marks, illegible, or off task).
Nonresponse
99 BLANK

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022258 54

Hibernating animals P04
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Understanding Complex
Life Science D 1 48 N
Information

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022157 55

Two reasons for famine P05D
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Understanding Complex
Environmental and Resource Issues Rubric 2 42 N
Information

A, B: Codes for each reason

Note: Each of the two reasons must be coded separately. The same code can be used twice.
However, if the reasons described are essentially the same, or an extension of the same
idea, a Code 79 should be given to the second one. If only one reason is given, a Code 99
should be given for the second reason.

Code Response Item: S022277

Correct Response
10 Mentions agriculturally-related factors (soil depletion, overgrazing, erosion, poor farming techniques).
Examples: When the soil cannot grow any food.
The farmers may have tried to raise too many animals on the land.
11 Mentions natural disasters or weather-related factors (floods, earthquakes, rain distribution, drought,
temperature, sun, etc.).
Examples: Not enough rain.
Too much heat (sun).
12 Mentions crop disease, insect infestation or other pests.
Examples: Famine occurs because of disease of the crop.
Plagues.
13 Mentions overpopulation or consumption.
Examples: There are too many people and too little food.
There may be too many people living in that area.
14 Mentions specific social/economic/political factors.
Examples: War.
Lack of money to keep crops growing.
Poor economic system.
15 Mentions pollution or other contamination.
Examples: Unsanitized food could not be eaten.
The soil was polluted.
19 Other correct.
Incorrect Response
70 Mentions ONLY a lack or need of food (or other responses related to a general definition of famine).
Example: Famine occurs when you are hungry.
71 Response too vague.
Example: The government.
79 Other incorrect (including crossed out/erased, stray marks, illegible, or off task).
Nonresponse
99 BLANK

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022277 56

Digestion in stomach P06
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Understanding Complex
Life Science Rubric 1 41 N
Information

Note: To receive code 10 or 11, a response must name a specific digestive substance found in
the stomach (enzyme, hydrochloric acid, or gastric juices) with or without a full
description of its function. A general response related to “acid” will be accepted as
correct (code 12), but an incorrect acid will be scored as incorrect (code 70).

Code Response Item: S022158

Correct Response
10 Names enzyme, hydrochloric acid or gastric juices with an explanation based on breaking down food
(particles) or protein.
Example: The enzymes in the stomach dissolve the food so it can be absorbed.
There is hydrochloric acid in the stomach that breaks down the food.
The gastric juices break the food into smaller pieces.
11 Names enzyme, hydrochloric acid or gastric juices without a complete explanation.
12 Names acid with or without a complete explanation (does not explicitly name hydrochloric acid).
19 Other correct.
Incorrect Response
70 Names an incorrect acid not involved in digestion in stomach (lactic acid, amino acid, sulfuric acid, etc.).
71 Names a substance (or body part) not found in the stomach but involved in digestion (saliva, bile salts,
bacteria, intestines, etc.).
72 Mentions digesting (breaking down) food but no specific substance or body part is named.
79 Other incorrect (including crossed out/erased, stray marks, illegible, or off task).
Nonresponse
99 BLANK

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022158 57

Replication of measurements P07
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Scientific Inquiry and the Nature of

Understanding Simple Information C 1 40 N
Science

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022245 58

Bacteria/mold experiment R01
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Scientific Inquiry and the Nature of

Investigating the Natural World B 1 35 N
Science

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022264 59

Appearance of red dress in green light R02
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Understanding Complex
Physics C 1 37 N
Information

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022064 60

Two outcomes of introducing new species R03D
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Understanding Complex
Life Science Rubric 2 40 N
Information

Note: Each of the two outcomes are coded separately. The same code may be used twice, since
they are based on general outcome categories. However, if the two outcomes are
essentially the same, the second outcome should be coded as 79. If only one outcome is
given, the second should be coded as 99.

Code Response Item: S022165

Correct Response
10 Mentions competition with native species (e.g. overpopulation, eating the limited food supply).
Examples: They could eat all the plants the other fish need to survive.
The new fishes will overbreed.
11 Mentions new species introducing diseases (bacteria, parasites, etc.).
Examples: This new species could carry viruses which kill off the other fish.
They release disease and bacteria.
12 Mentions effects of predation (new species killing off existing species or vice-versa).
Examples: The fish can destroy other species in the water.
The new species gets eaten by the fish already in the lake.
13 Mentions that the new species cannot survive in the lake (extinction due to inhospitable habitat).
Examples: They could have trouble adapting and die out.
The fish may die out immediately because it is not the right type of water.
The new fish might catch a disease in the lake and die.
14 Mentions upsetting food web or ecological balance.
Examples: The species could damage the food web. It could alter the environment.
The food chain is disturbed.
15 Mentions mating with existing species.
Examples: Could give rise to new species of fish.
The new species might mate with other fish.
19 Other correct.
Incorrect Response
70 Response too general.
Examples: The other fish might not like them.
It makes the world change.
Upsets everything.
They could pollute the lake.
79 Other incorrect (including crossed out/erased, stray marks, illegible, or off task).
Nonresponse
99 BLANK

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022165 61

Atmospheric conditions in jets R04
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Understanding Complex
Earth Science Rubric 1 33 N
Information

Note: A correct response must include an explanation identifying an atmospheric condition that
is different at high altitudes and why it must be controlled for. Responses referencing
low oxygen level (too little, less, not enough) with or without explicitly mentioning
breathing will be given credit (code 10) due to the assumption of prior knowledge.

Code Response Item: S022284

Correct Response
10 Refers to controlling for low oxygen level and/or little air (“thin atmosphere”) in order to breath.
Examples: The higher up you go, the thinner the air gets and the lower the pressure. People are not
used to these conditions and cannot breath.
At 10 000m there is hardly any air, this needs to be controlled so people can breathe.
The difference is less oxygen, making it hard to breath. So they have to supply oxygen.
You get less oxygen as you go higher up.
11 Refers to controlling for low atmospheric pressure with explanation relating to the effect on humans.
Example: Air pressure is a lot less at 30,000 feet. If it is not controlled inside the aircraft, the
people inside could blow apart because of the pressure difference.
12 Refers to controlling for low atmospheric temperature.
Example: Because you are further from the Earth, the temperature is different, so it must be kept
warm in the jet aircraft.
19 Other correct.
Incorrect Response
70 Mentions pressure, temperature or oxygen with incorrect or no further explanation.
Examples: There will be too much pressure on the jet.
I think it is the temperature.
Air pressure has to be controlled.
It’s oxygen.
71 Mentions gravity.
Example: The gravity is not so strong that far up. The plane has to be sort of heavy.
72 Refers only to effects of wind, air currents, or turbulence, etc.
Examples: Air currents and turbulence caused by high altitude.
Wind. Can make the plane change course.
79 Other incorrect (including crossed out/erased, stray marks, illegible, or off task).
Nonresponse
99 BLANK

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022284 62

Small pieces of wood burn faster R05
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Theorizing, Analyzing and Solving

Chemistry Rubric 1 24 N
Problems

Note: A correct response is based on the concept of increased surface area in the smaller pieces
resulting in faster burning (reaction with oxygen). Credit is given both for higher-level
responses indicating increased availability of oxygen/air (Code 10) or surface area (Code
11) in the chopped wood pieces as well as less sophisticated responses describing only
that more wood is exposed to the flame and can, therefore, burn simultaneously (Code
12).

Code Response Item: S022213

Correct Response
10 Mentions that there is more wood (surface area) in contact with oxygen or air in the smaller pieces.
[Explicitly mentions availability to oxygen/air.]
Examples: The small pieces have more of the wood in contact with oxygen.
The oxygen can only attack the log at the surface. The larger log has less surface area.
The air can reach the inner surface of wood in the smaller pieces faster.
11 Mentions effect of increased surface area in the chopped wood pieces. [Explicitly mentions surface area,
surface, or area. No mention of oxygen/air.]
Examples: The smaller bits have more area exposed.
It is because of less surface in the large log.
12 Mentions that when chopped, more parts of the wood are exposed to flame (ignite, catch fire) and all the
small pieces can burn simultaneously. [No explicit mention of oxygen/air or surface area.]
19 Other correct.
Incorrect Response
70 Refers only to relative rates of burning (burning through). [Does not refer explicitly to surface area,
oxygen/air, or simultaneous burning.]
Examples: The fire will burn through from the outside faster in the small pieces.
The large log is thicker and has more area to burn.
71 Refers only to the relative rate of ignition (catching on fire, heating up). [Does not refer explicitly to
surface area, oxygen/air, or simultaneous burning.]
Example: The smaller pieces are easier to light.
72 Mentions only the need for oxygen/air. [Incorrect/inadequate or no connection to increased availability in
chopped wood.]
Example: The bigger logs need more oxygen.
79 Other incorrect (including crossed out/erased, stray marks, illegible, or off task).
Nonresponse
99 BLANK

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022213 63

Result of global warming R06
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Environmental and Resource Issues Understanding Simple Information A 1 33 N

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022254 64

Conversion of electrical/light energy X01
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Theorizing, Analyzing and Solving

Physics Rubric 1 8 N
Problems

Note: A correct response must identify more and include a correct explanation based on
electrical energy being converted to heat (Code 10) or a more general description of
energy losses or low efficiency (Code 11). Responses that include explanations based on
heat, energy losses or low efficiency but with an incorrect application to the problem by
checking less are scored as incorrect (Code 72).

Code Response Item: S022282

Correct Response
10 MORE. With an explanation based on (much) energy being converted to heat.
Examples: More. When a lamp is on it heats up. So some of the electricity goes into heat instead of
light.
More. Some of the electrical energy is changed into heat energy to make the lamp work
and only a small amount of the energy is actually changed into light.
11 MORE. With other correct explanation of energy (power) loss or low efficiency. [Must clearly indicate
that “some” energy goes elsewhere].
Examples: More. Because some of the energy is lost in conversions.
More. The lamp is not very efficient, so not all of the electrical energy is changed into
light.
19 MORE. Other correct explanation.
Incorrect Response
70 MORE. Incorrect/inadequate or no explanation.
Examples: More. The light gives out lots of energy.
More. The people have got to make the electricity first.
More. Because of all the electricity from the wall socket.
71 SAME. Explanation is based on the concept of conservation of energy without considering energy losses.
Examples: Same. Energy is always preserved.
Same. You cannot create or destroy energy, so it has to be the same.
72 LESS. Explanation based on heat, energy losses or low efficiency but with an incorrect application.
Examples: Less. Some of the electrical energy is changed into heat.
Less. The lamp is not very efficient.
73 LESS. Any other incorrect or no explanation.
Examples: Less. Today’s lamps do not use up much voltage.
Less. It does not take much electricity to power a lamp.
79 Other incorrect (including crossed out/erased, stray marks, illegible, or off task).
Nonresponse
99 BLANK

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022282 65

Importance of trees/sun in rain forest X02A
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Theorizing, Analyzing and Solving

Life Science Rubric 1 72 N
Problems

A: Codes for Trees

Note: If student response refers to oxygen/carbon dioxide cycle, use Code 10 even if other
reasons are given. If more than one reason is given, assign the code corresponding to the
first correct reason, giving priority to Code 10.

Code Response Item: S022172a

Correct Response
10 Trees produce oxygen and/or use carbon dioxide.
Examples: Trees provide oxygen.
Trees are important because the ecosystem needs the oxygen they give off.
The trees take in carbon dioxide and give off oxygen which animals need.
The trees help the rainforest by turning the carbon dioxide into oxygen.
The trees recycle carbon dioxide which animals give out.
11 Trees provide food or energy.
Examples: Food energy for Earth.
Trees provide fruit for the animals.
Animals eat leaves on trees.
Trees provide energy for the ecosystem.
12 Trees provide a place to hide/shelter.
Examples: Trees are important because they give a home for the animals.
The trees provide a habitat (for animals).
Trees are where the monkeys and birds live.
13 Trees provide shade or protection from the Sun.
Examples: Trees block sunlight to protect animals.
It would get too hot in the forest without shade from trees.
19 Other correct.
Incorrect Response
70 Response too vague.
Examples: You need trees for the animals.
They are part of the whole ecosystem.
79 Other incorrect (including crossed out/erased, stray marks, illegible, or off task).
Nonresponse
99 BLANK

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022172 66

Importance of trees/sun in rain forest X02B
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Theorizing, Analyzing and Solving

Life Science Rubric 1 68 N
Problems

B: Codes for Sun

Note: If response refers explicitly to photosynthesis, use Code 10 even if other reasons are
given. If more than one reason is given, assign the code corresponding to the first correct
reason, giving priority to Code 10 and then Code 11.

Code Response Item: S022172b

Correct Response
10 Sun is needed for photosynthesis (by plants).
Examples: The Sun provides light energy for plants so they can grow using photosynthesis.
The Sun gives energy to chlorophyll in plants to make photosynthesis.
11 Sun is needed in order for chlorophyll in plants to produce food. (Does not explicitly mention
photosynthesis).
Examples: The trees use chlorophyll and make their food from the Sun.
Sun gives food to the trees through chlorophyll.
12 Sun provides energy and/or is needed for plant growth. (No mention of photosynthesis or chlorophyll).
Examples: The Sun helps trees stay healthy and strong.
The Sun helps things grow and it gives nutrients to the trees.
The Sun keeps the trees and all plants living which give us oxygen.
The Sun gives energy.
13 Sun provides heat (warmth) or maintains the temperature. (No mention of photosynthesis or
chlorophyll).
Examples: The Sun heats the Earth so the plants and animals will not freeze to death.
The Sun creates heat that helps animals to grow and the trees to make their food.
14 Sun provides light and/or enables animals to see.
Examples: The Sun is the source of light for plants and animals.
The animals need the light from the Sun in order to see.
19 Other correct.
Incorrect Response
70 Response too vague.
Examples: Sun is needed by plants and animals.
Everything needs the sun to survive.
The Sun is probably the most important part of the ecosystem. It nourishes everything.
79 Other incorrect (including crossed out/erased, stray marks, illegible, or off task).
Nonresponse
99 BLANK

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022172 67

Heart rate experiment design X03
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Scientific Inquiry and the Nature of

Investigating the Natural World Rubric 2 12 N
Science

Note: A fully correct procedure may or may not include a separate materials list in order to
receive full credit. If a materials list is not included, then time measurements must be
explicitly referenced within the procedure (e.g. ‘time how long it takes’). Partial credit is
given for responses where one of the criteria for Code 20 is not completely satisfied.

Code Response Item: S022288

Correct Response
20 Describes a procedure in which:
i) Somebody (or self) measures “normal” pulse or heart rate at rest (using a timer or watch).
ii) Subject does an exercise (physical activity).
iii) The time interval is measured from completion of exercise until pulse rate returns to “normal”
29 Other fully correct.
Partial Response
10 As in Code 20, but no mention of beginning (‘normal’) pulse measurement.
Example: Materials: watch, clock, person. Make the person ride an exercise bike for 5 minutes and
then stop. Time how long it takes for the pulse to return to normal.
11 As in Code 20, but no mention of measuring the time interval after exercise until pulse returns to normal.
Examples: Materials: Watch with stop watch. Take your resting pulse. Exercise vigorously. Then
take your pulse until its normal again.
Record your pulse. Then exercise for awhile. Stop exercising and record the point when
it gets back to the resting rate
19 Other partially correct with one criteria not completely satisfied.
Incorrect Response
70 No procedure given; only mentions materials.
Example: Use a stopwatch, people, exercise equipment.
71 Describes a minimal procedure not satisfying two or more of the criteria stated in Code 20.
Example: Have a person exercise and then take her pulse.
72 Refers only to how to measure the heart (pulse) rate.
Example: You put your finger on your wrist and count for 10 seconds.
79 Other incorrect (including crossed out/erased, stray marks, illegible, or off task).
Nonresponse
99 BLANK

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022288 68

Galvanization of steel Z01A
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Theorizing, Analyzing and Solving

Chemistry Rubric 1 37 N
Problems

A: Codes for why steel is galvanized

Note: A correct response must explicitly reference rusting, corrosion, oxidation, or comparable
term.

Code Response Item: S022217a

Correct Response
10 Explicitly refers to rusting, corrosion, or oxidation.
Examples: So it does not rust and become weak.
So there is no corrosion.
Incorrect Response
70 Mentions only the general structural properties of steel (hardness, strength, durability, etc.). [No mention
of rusting, corrosion, oxidation, or equivalent].
Examples: So the building is strong and sturdy.
The steel will last longer.
When the steel is galvanized it won’t get scratched or dented.
71 Mentions protection from weather, water, air, etc. [No mention of rusting, oxidation, corrosion, or
equivalent.]
Examples: To keep it from weathering so it does not erode.
So that it does not come in contact with rain.
72 Mentions only protecting the surface (repeats information in stem).
Examples: It needs protection, so they galvanize it.
It is not good for the surface to not be protected.
79 Other incorrect (including crossed out/erased, stray marks, illegible, or off task).
Nonresponse
99 BLANK

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022217 69

Galvanization of steel Z01D
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Theorizing, Analyzing and Solving

Chemistry Rubric 2 20 N
Problems

Code Response Item: S022217

Correct Response
10 Mentions that there is more profit (or lower cost) for the manufacturing company.
Examples: The faster process cost less money for the company.
The company makes more money if it takes less time to galvanize.
11 Mentions greater efficiency/productivity or that more steel/buildings can be produced (faster).
Examples: The faster the steel is galvanized, the more steel can be made.
Steel can be produced in half the time.
The work can be completed faster.
There are more buildings being built.
12 Mentions unemployment or lower pay for workers.
Examples: People will get fired.
The steel workers will not make as much money as before.
13 Mentions any other worker-related consequence.
Examples: The steel workers do not have to work as long every day.
They are freed up for other jobs.
More chances of human error.
Everyone will need to be taught the new procedure.
14 Mentions that the new method might be inferior to the old (shorter process saves time at the expense of
quality; unproven method compared to old reliable one).
Examples: The new galvanized steel could be lower in quality than the old steel.
If the steel is galvanized for a shorter time, it might not be as good for making buildings.
The new one might not work as well.
19 Other correct.
Incorrect Response
70 Mentions only that the new process is shorter or takes 4 hours (less time). [Merely reports information
given in stem.]
Examples: The new process takes only 4 hours.
It is a much shorter process.

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022217 70

Diagram of rain from sea Z02
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Theorizing, Analyzing and Solving

Earth Science Rubric 2 40 N
Problems

Note: A fully correct response must show clear evidence of the following 4 steps:
(i) Evaporation of water from the sea
(ii) Condensation (as clouds)
(iii) Transportation (from sea to land)
(iv) Precipitation.
The steps do not have to be indicated on a labeled diagram for full credit, but the drawing
and/or accompanying explanatory text must be clear with respect to the direction of water
flow. Steps (ii) and (iii) may be clearly indicated as two steps (e.g. formation of clouds
and transportation by wind) or as a single step showing a series of clouds extending over
land and sea.

Code Response Item: S022090

Correct Response
20 Response includes a diagram indicating all 4 steps (i, ii, iii and iv above) and direction of water flow.
21 No diagram is shown, but response includes a complete and correct textual description of the water cycle.
Example: The water evaporates from the sea and forms clouds. Then, when the clouds are blown
over the land, it rains.
29 Other fully correct.
Partial Response
10 As in Code 20 or 21 but evaporation is unclear or omitted.
11 As in Code 20 or 21 but condensation is unclear or omitted.
12 As in Code 20 or 21 but transportation is unclear or omitted.
13 As in Code 20 or 21 but precipitation is unclear or omitted.
19 Other partially correct.
Incorrect Response
70 Response clearly indicates evaporation and/or condensation only.
71 Response clearly indicates precipitation only (may also show clouds).
79 Other incorrect (including crossed out/erased, stray marks, illegible, or off task).
Nonresponse
99 BLANK

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022090 71

Heat expansion of balloons Z03
Item Score International Average Percentage of
Content Category Performance Expectation Key Points 8th Grade Students Responding Correctly Used in 1995

Theorizing, Analyzing and Solving

Physics Rubric 1 26 N
Problems

Note: A correct response is based on an increase in gas volume (or internal gas pressure) as a
result of increased temperature. Credit is given for both higher-level responses relating
to the increased kinetic energy of helium atoms as a function of temperature (Code 10) as
well as more general responses relating to increased internal gas pressure and/or gas
volume (Code 11). An increase in temperature does not have to be explicitly mentioned
in order to receive credit. Responses referring ONLY to the balloon expanding or to the
effect of temperature on the balloon without further explanation of the gas behavior are
scored as incorrect.

Code Response Item: S022048

Correct Response
10 Mentions explicitly that (as the gas in the balloon heats up), the helium (gas) atoms (particles, molecules)
move faster (collide more frequently) causing the pressure inside the balloon to increase and/or the
volume to increase (expand).
Examples: As helium is heated the particles move around faster and make the balloon expand.
The gas molecules bounce around a lot more when heated, so the volume increases.
11 Mentions that the pressure of the gas inside the balloon increases and/or the volume of the gas increases
(expands). (No mention of gas atoms/molecules).
Examples: The balloon expands because of the pressure building up inside.
When the heat is added, the gas expands and the balloon stretches.
As the temperature goes up, the pressure in the balloon becomes greater than the
atmospheric pressure.
The volume of gas goes up as the temperature goes up.
19 Other correct.
Incorrect Response
70 Mentions only that the sun heats the helium (gas) and/or causes the balloon to expand. [No reference to
the pressure/volume changes in the gas.]
Examples: The heat caused the balloon to expand.
The sun heats up the helium and the rubber expands.
71 Mentions pressure and/or volume with inadequate explanation.
Examples: It is because of the great pressure.
The volume changes.
72 Mentions only the effect of heat (from Sun) on the balloon material (rubber, latex).
Examples: The heat makes the rubber weaker.
The rubber is melted by the sun.
73 Refers to (individual) atoms or molecules expanding (or growing).
Examples: The helium particles grow when they heat up.
Because the gas atoms expanded.
79 Other incorrect (including crossed out/erased, stray marks, illegible, or off task).
Nonresponse
99 BLANK

TIMSS 1999 Assessment - 8th Grade Science Permanent ID S022048 72