Trends in International Mathematics and Science Study 2003 - International

Abstract
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To facilitate secondary analyses aimed at improving mathematics and science education, the TIMSS 2003 International Database makes available to researchers, analysts, and other users the data collected and processed by IEA's TIMSS 2003 project. This database comprises student achievement data in mathematics and science as well as student, teacher, school, and curricular background data for the 48 countries that participated in TIMSS 2003 at the eighth grade and 26 countries that participated in TIMSS 2003 at the fourth grade. The database includes data from over 360,000 students, about 25,000 teachers, about 12,000 school principals, and the National Research Coordinators of each country. All participating countries gave the IEA permission to release their national data.

Geographic coverage
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The survey had international coverage

Analysis unit
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Individuals and institutions

Universe
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The study covered curricula and textbooks, teachers and pupils at selected schools in the country

Kind of data
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Sample survey data

Sampling procedure
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The basic sample design used by TIMSS is generally referred to as a two-stage stratified cluster sample design. The first stage consisted of a sample of schools, which may be stratified; the second stage consisted of samples of classrooms from each eligible target grade in sampled schools. In some countries, a third stage consisted of sampling students within classrooms. Exclusions could occur at the school level, student level, or both.

Sampling deviation
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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.

Mode of data collection
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Face-to-face [f2f]

Research instrument
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By gathering information about students’ educational experiences together with their mathematics and science achievement on the TIMSS assessment, it is possible to identify factors or combinations of factors related to high achievement. As in previous assessments, TIMSS in 2003 administered a broad array of questionnaires to collect data on the educational context for student achievement. For TIMSS 2003, a concerted effort was made to streamline and upgrade the questionnaires. The TIMSS 2003 contextual framework (Mullis, et al., 2003) articulated the goals of the questionnaire data collection and laid the foundation for the questionnaire development work.

Across the two grades and two subjects, TIMSS 2003 involved 11 questionnaires. National Research Coordinators completed four questionnaires. With the assistance of their curriculum experts, they provided detailed information on the organization, emphasis, and content coverage of the mathematics and science curriculum at fourth and eighth grades. The fourth- and eighth-grade students who were tested answered questions pertaining to their attitudes towards mathematics and science, their academic self-concept, classroom activities, home background, and out-of-school activities. The mathematics and science teachers of sampled students responded to questions about teaching emphasis on the topics in the curriculum frameworks, instructional practices, professional training and education, and their views on mathematics and science.

Separate questionnaires for mathematics and science teachers were administered at the eighth grade, while to refl ect the fact that most younger students are taught all subjects by the same teacher, a single questionnaire was used
at the fourth grade. The principals or heads of schools at the fourth and eighth grades responded to questions about school staffi ng and resources, school safety, mathematics and science course offerings, and teacher support.

Response rate
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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.

摘要
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为促进旨在提升数学与科学教育的二次分析，TIMSS 2003 国际数据库向研究人员、分析师及其他用户提供了 IEA TIMSS 2003 项目收集并处理的数据。该数据库包含了参与 TIMSS 2003 的 48 个国家在八年级以及 26 个国家在四年级的学生在数学和科学方面的学业成绩数据，以及学生、教师、学校和课程背景数据。数据库中包含了超过 360,000 名学生的数据，约 25,000 名教师的数据，约 12,000 名学校校长的数据以及各国的国家研究协调员的数据。所有参与国家均已向 IEA 授权发布其国家数据。
地理覆盖范围
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调查具有国际覆盖范围
分析单位
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个人和机构
总体
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研究涵盖了该国的课程和教材，以及被选定的学校中的教师和学生
数据类型
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样本调查数据
抽样程序
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TIMSS 所使用的抽样设计通常被称为两阶段分层聚类样本设计。第一阶段包括对学校的抽样，这些学校可能是分层的；第二阶段包括对抽样学校中每个合格目标年级的教室的抽样。在某些国家，第三阶段包括对教室内的学生进行抽样。学校层面、学生层面或两者均可能出现排除情况。
抽样偏差
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如果学校位于地理位置偏远地区、规模极小、提供与主流课程或结构不同的课程或仅向“校内”排除类别中的学生提供教学，则参与者可以排除这些学校。关于在学内部排除的一般 TIMSS 规则可以在技术文件中找到。
数据收集方式
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面对面 [f2f]
研究工具
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通过收集学生在 TIMSS 评估中的数学和科学成就以及他们的教育经历信息，可以识别与高成就相关的因素或因素组合。与以往评估一样，2003 年的 TIMSS 对一系列问卷进行了管理，以收集关于学生成就的教育背景数据。对于 TIMSS 2003，做出了集中努力以精简和升级问卷。TIMSS 2003 的背景框架（Mullis 等人，2003）阐述了问卷数据收集的目标，并为问卷开发工作奠定了基础。
在两个年级和两个科目中，TIMSS 2003 涉及 11 份问卷。国家研究协调员完成了 4 份问卷。在他们的课程专家的帮助下，他们提供了有关四年级和八年级数学和科学课程的组织、重点和内容覆盖的详细信息。接受测试的四年级和八年级学生回答了关于他们对数学和科学的看法、他们的学术自我概念、课堂活动、家庭背景以及课外活动的问题。抽样学生的数学和科学教师回答了关于课程框架中主题的教学重点、教学实践、专业培训和教育的观点以及他们对数学和科学的看法的问题。
在八年级，对数学和科学教师进行了单独问卷，而为了反映大多数年轻学生由同一教师教授所有科目的事实，四年级使用了一份单一问卷。四年级和八年级的校长或学校负责人回答了关于学校人员配备和资源、学校安全、数学和科学课程提供以及教师支持的问题。
响应率
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为每个参与国家按年级、学校层面和学生层面计算了加权和无权重的响应率。还计算了总体响应率（学校和学生的合并响应率）。