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Timss & Pisa Models: Khalidah Ahmad

The document provides an overview of the Trends in International Mathematics and Science Study (TIMSS) assessment model. TIMSS is administered every four years to assess mathematics and science achievement in grades 4 and 8 across countries. It aims to help countries improve teaching and learning in math and science by providing internationally comparable achievement data and trends over time. The document outlines the TIMSS framework, including its cognitive domains of knowing, applying, and reasoning. It also discusses the science content domains assessed and provides examples of released TIMSS assessment items to classify according to the cognitive levels.

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Mirahmad Fadzly
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78 views51 pages

Timss & Pisa Models: Khalidah Ahmad

The document provides an overview of the Trends in International Mathematics and Science Study (TIMSS) assessment model. TIMSS is administered every four years to assess mathematics and science achievement in grades 4 and 8 across countries. It aims to help countries improve teaching and learning in math and science by providing internationally comparable achievement data and trends over time. The document outlines the TIMSS framework, including its cognitive domains of knowing, applying, and reasoning. It also discusses the science content domains assessed and provides examples of released TIMSS assessment items to classify according to the cognitive levels.

Uploaded by

Mirahmad Fadzly
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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TIMSS & PISA Models

2015
2015

2015

Khalidah Ahmad
Institut Pendidikan Guru Kampus
Temenggong Ibrahim
Agenda

 Introduction
 General introduction to TIMSS & PISA
 TIMSS & PISA framework with particular
emphasis on the assessment items
 How does TIMSS & PISA fit or don’t fit with
 KBAT domains
 Malaysian curriculum
Introduction

 What has International assessments got to do


with Vision 2020 & Malaysia Education
Blueprint 2013 – 2025?
TIMSS & PISA PADA PPPM

 Programme for International Students


Assessment (PISA)
 Trends In International Mathematics and Science
Study (TIMSS)
 Merupakan kaedah perbandingan langsung
tentang kualiti keberhasilan pendidikan daripada
pelbagai sistem pendidikan.
 Pentaksiran ini mengambil kira pelbagai
kemahiran kognitif seperti aplikasi dan
penaakulan
TIMSS Model

2015
TIMSS

 Trends in International Mathematics & Science


Study
 Grades 4 and 8 (Tingkatan 2)
 Every four years, next one in 2015 (October 2014
for Malaysia)
 Assesses m & s achievement across countries,
cultures & languages [not designed for
individuals, schools or state although some
inferences at these levels can/have been made]
TIMSS

 Meant to help countries improve the t & l of


m & s (Quality). Provides two major types of
data:
 Internationally comparable data about m & s for
G4 and G8
 Trends in m & s learning across time for students
at 4th and 8th grades
What can I get out of TIMSS?

Trends
What can I get out of TIMSS?

Compare
Distribution of
science
achievement
 Ketika Malaysia mengambil bahagian dalam
TIMSS kali pertama pada tahun 1999, skor
purata murid mengatasi purata antarabangsa
dalam M & S
 Namun pada tahun 2007, prestasi murid
Malaysia telah menurun purata antarabangsa
bagi matapelajaran M&S disusuli penurunan
dari segi kedudukan negara
 Lebih kritikal, 18% dan 20% murid Malaysia
gagal mencapai tahap kemahiran minimum
dalam M&S pada tahun 2007 iaitu
peningkatan 2 hingga 4 kali ganda daripada
7% dan 5% masing- masing berbanding
tahun 2003.
More analysis on TIMSS by EPRD
RECSAM - Southeast Asian Regional
Assessment (SEARA)
TIMSS Secondary Analysis
Regional Training

SEARA Meeting

2011

Publish Books
Meet PISA Officials Meet TIMSS Officials
Come to my
session to know
more about
international
assessments
Student Test & Questionnaire
 Students sit for s and m test and then answer a
questionnaire – about home and school experiences in
learning m and s
 Total time allocated for students: 45 min (test) + 15 rest + 45
min (test) + 15 rest + 30 min (Questionnaire)
 Total 14 booklets used, containing 217 unique items on s and
217 on m, each item appear in 2 booklets for linking purposes
 About 60% Trend items (repeat), about 40% New items
 Multiple Choice – 1, Constructed Response – 1 or 2 points
 Countries (or states) try for at least 4,500 students to ensure
enough respondents for each item
Additional Questionnaires

 School Principal – availability of resources, types


of programs & environments for learning in their
schools
 Teacher - their education, professional
development, and experience in teaching; also
about the instructional activities and materials
used in the class of students
 Curriculum – country information about the
organization and content of the curriculum in
mathematics and science
TIMSS Curriculum Model
Eighth Grade (Form 2)
Scientific Inquiry

 Building of knowledge and understanding of


science through process of scientific inquiry
 Understandings and abilities required to engage in
scientific inquiry should not be assessed in
isolation
 Scientific inquiry should be assessed in the
context of one or other of the TIMSS science
content domains and drawing upon the full range
of skills and behaviors specified in the cognitive
domains
Science Content Domains – 8th Grade

 Taught as general/integrated science in some


countries
 Some topics in TIMSS Science Framework
may be taught in other courses (health
education, social studies, geography) in some
countries
Biology

 Characteristics, classification, and life


processes of organisms
 Cells and their functions
 Life cycles, reproduction, and heredity
 Diversity, adaptation, and natural selection
 Ecosystems
 Human health
Chemistry

 Classification and composition of matter


 Properties of matter
 Chemical change
Physics

 Physical states and changes in matter


 Energy transformations, heat, and
temperature
 Light and sound
 Electricity and magnetism
 Forces and motion
Earth Science

 Earth’s structure and physical features


 Earth’s processes, cycles, and history
 Earth’s resources, their use and conservation
 Earth in the solar system and the universe
Task 1

 How far does the content areas for Science


Forms 1 & 2 match that of TIMSS content
areas?
 What if they are covered in Primary Grades?
 What if they are covered in late October F2 or
F3 and above?
 Note that data collection (test) for TIMSS
2015 in the Southern Hemisphere (Malaysia
included) is normally done in October 2014.
Cognitive Domains
Knowing
Knowing
Applying
Applying
Applying
Reasoning
Analyze problems to determine the relevant
relationships, concepts, and problem-solving
steps; develop and explain problem-solving
strategies.
Provide solutions to problems that require
consideration of a number of different factors
or related concepts; make associations or
connections between concepts in different
areas of science; demonstrate understanding
of unified concepts and themes across the
domains of science; integrate mathematical
concepts or procedures in the solutions to
science problems.
Reasoning
Combine knowledge of science concepts with information
from experience or observation to formulate questions
that can be answered by investigation; formulate
hypotheses as testable assumptions using knowledge
from observation and/or analysis of scientific information
and conceptual understanding; make predictions about
the effects of changes in biological or physical conditions
in light of evidence and scientific understanding.
Design or plan investigations appropriate for answering
scientific questions or testing hypotheses; describe or
recognize the characteristics of well-designed investigations in
terms of variables to be measured and controlled and cause
and-effect relationships; make decisions about measurements
or procedures to use in conducting investigations.
Reasoning
Reasoning
Make general conclusions that go beyond the
experimental or given conditions, and apply
conclusions to new situations; determine general
formulas for expressing physical relationships.

Weigh advantages and disadvantages to make


decisions about alternative processes, materials, and
sources; consider scientific and social factors to
evaluate the impact of science and technology on
biological and physical systems; evaluate alternative
explanations and problem-solving strategies and
solutions; evaluate results of investigations with respect
to sufficiency of data to support conclusions.
Reasoning
Scientific Inquiry
Task 2

 Classify the following eight TIMSS 2007


released items according to the three
cognitive levels – Knowing, Applying,
Reasoning
 Give reason(s) for your choice
 Where and how if any, were elements of
Scientific Inquiry used in the item?
Answers (please bear in mind that the cognitive
domains can sometimes be subjective)

1. Biology, Reasoning, 1 point


2. Chemistry, Reasoning, 2 points
3. Chemistry, Applying, 1 point
4. Biology, Reasoning, 2 points
5. Earth Science, Knowing, 1 point
6. Physics, Knowing, 1 point
7. Earth Science, Applying, 1 point
8. Part a and b
a. Physics, Applying, 1 point
b. Physics, Applying, 1 point
Resources (in CD)

 TIMSS 2011 Assessment Frameworks


 TIMSS 2007 G8 Science Released Items
 TIMSS 2011 G8 Science Released Items
Thank You

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