Trends in International Mathematics and Science Study 2007
International, 2007
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int-iea-timss-2007-v1.1
Trends in International Mathematics and Science Study 2007
| Name | Country code |
|---|---|
| International | int |
Education Survey [es]
TIMSS & PIRLS International Study Center. Trends in International Mathematics and Science Study 2003 [dataset]. Version 1. Chestnut Hill, MA: Boston College [producer], 2000. Cape Town, South Africa: DataFirst [distributor], 2012. DOI: https://doi.org/10.25828/p0t7-2405
TIMSS 2007 is the fourth in a cycle of internationally comparative assessments dedicated to improving teaching and learning in mathematics and science for students around the world. Carried out every four years at the fourth and eighth grades, TIMSS provides data about trends in mathematics and science achievement over time.
To inform educational policy in the participating countries, this world-wide assessment and research project also routinely collects extensive background information that addresses concerns about the quantity, quality, and content of instruction.
Sample survey data
Individuals and institutions
Version
v1.1: Edited, anonymised data for public distribution
2009
In the original version of the TIMSS 2007, the data was made available in country, population (i.e. grade) and survey subtype specific chunks. The original version of this dataset was only available in raw data form from the IEA website.
Version 1.1 is a repackaging of that original data, with the raw datafiles converted and collated for each survey subtype and population, and variables and values labelled.
Scope
TIMSS 2007 collected detailed information about mathematics and science curriculum coverage and implementation, as well as teacher preparation, resource availability, and the use of technology.
| Topic | Vocabulary | URI |
|---|---|---|
| basic skills education [6.1] | CESSDA | http://www.nesstar.org/rdf/common |
| educational policy [6.3] | CESSDA | http://www.nesstar.org/rdf/common |
Coverage
The survey had international coverage
Country
TIMSS 2007 chose to study achievement in two target populations-the fourth and eighth grade in most countries. Participating countries were free to select either population or both. The
formal definitions of the TIMSS target populations make use of UNESCO's International Standard Classification of Education (ISCED) (UNESCO Institute for Statistics, 1999) in identifying the appropriate target grades:
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Fourth grade population. This includes all students enrolled in the grade that represents 4 years of formal schooling, counting from the first year of ISCED Level 1, provided that the mean age at the time of testing is at least 9.5 years. For most countries, the target grade should be the fourth grade or its national equivalent.
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Eighth grade population. This includes all students enrolled in the grade that represents 8 years of formal schooling, counting from the first year of ISCED Level 1, provided that the mean age at the time of testing is at least 13.5 years. For most countries, the target grade should be the eighth grade or its national equivalent.
Producers and sponsors
| Name | Affiliation |
|---|---|
| TIMSS & PIRLS International Study Center | Boston College |
| Name | Role |
|---|---|
| National Center for Education Statistics, U.S. Department of Education | Funder |
| National Science Foundation, U.S. | Funder |
| World Bank | Funder |
| Government of South Africa | Funder |
Sampling
A systematic, two-stage probability proportional-to-size (PPS) sampling technique was used, where schools are first sampled and then classes within sampled (and participating) schools. . Because of its large population sizes, it was necessary to include a preliminary sampling stage in the Russian Federation, where regions were sampled first and then schools. Singapore also had a third sampling stage, where students were sampled within classes
Participants could exclude schools from the sampling frame if they were in geographically remote regions, were extremely small, offered curriculum or structure different from the mainstream, or provided instruction only to students in the “within-school” exclusion categories. The general TIMSS rules for defining within-school exclusions can be found in the technical documents.
Weighted and unweighted response rates were computed for each participating country by grade, at the school level, and at the student level. Overall response rates (combined school and student response rates) also were computed.
The students within each country were selected using probability sampling. A consequence of this is that each student had a known probability of selection. The inverse of this selection probability is the sampling weight. In a properly selected and weighted sample, the sum of the weights for the sample approximates the size of the population. In TIMSS, the sum of the sampling weights for a country sample is an estimate of the size of the population of students within the country in the sampled grade(s).
survey_instrument
The study used the following questionnaires: Fourth Grade Student Questionnaire, Fourth Grade Teacher Questionnaire, Fourth Grade School Questionnaire, Eighth Grade Student Questionnaire, Eighth Grade Mathematics Teacher Questionnaire, Eighth Grade Science Teacher Questionnaire, and Eighth Grade School Questionnaire. Information on the variables obtained or derived from questions in the survey is available in the TIMSS 2007 user guide for the international database: Data Supplement3: Variables derived from the Student, Teacher, and School Questionnaire data.
Data Collection
| Start |
|---|
| 2007 |
Each participating country was responsible for carrying out all aspects of the data collection, using standardized procedures developed for the study. Training manuals were created for school coordinators and test administrators that explained procedures for receipt and distribution of materials as well as for the activities related to the testing sessions. These manuals covered procedures for test security, standardized scripts to regulate directions and timing, rules for answering students’ questions, and steps to ensure that identifi cation on the test booklets and questionnaires corresponded to the information on the forms used to track students.
Data Access
| Name | Affiliation | URL | |
|---|---|---|---|
| TIMSS & PIRLS International Study Center | Boston College, Lynch School of Education | http://timssandpirls.bc.edu/timss2003.html | timss@bc.edu |
Public use files, available to all
TIMSS & PIRLS International Study Center. Trends in International Mathematics and Science Study 2003 [dataset]. Version 1. Chestnut Hill, MA: Boston College [producer], 2000. Cape Town, South Africa: DataFirst [distributor], 2012. DOI: https://doi.org/10.25828/p0t7-2405
Disclaimer and copyrights
Copyright, International Association for the Evaluation of Educational Achievement (IEA)
Contacts
| Name | Affiliation | URL | |
|---|---|---|---|
| Manager, DataFirst | University of Cape Town | info@data1st.org | http://www.datafirst.uct.ac.za |
Metadata production
ddi-int-datafirst-timss-2007-v1
| Name | Affiliation | Role |
|---|---|---|
| DataFirst | University of Cape Town | Metadata Producer |
2020-05-25
Metadata version
Version 2