Trends in International Mathematics and Science Study 1999 - International

Abstract
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TIMSS 1999, also known as TIMSS-Repeat, was the second administration of IEA’s Third International Mathematics and Science Study. The assessment was designed to provide trends in eighth grade mathematics and science achievement in an international context. TIMSS 1999 was conducted by the TIMSS & PIRLS International Study Center at Boston College and included 38 countries. The 1999 assessment measured the mathematics and science achievement of eighth-grade students (ages 13 and 14 years) and collected extensive information from students, teachers, and school principals about mathematics and science curricula, instruction, home contexts, and school characteristics and policies. Of the 38 participating countries, 26 also participated in the 1995 TIMSS assessment, which enabled these countries to measure trends in their children's mathematics and science achievement and in schools and home contexts for learning.

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 international desired population for TIMSS 1999 was as follows:
All students of involved countries who were enrolled in the upper of the two adjacent grades that contain the largest proportion of 13-year-olds at the time of testing. The TIMSS 1999 target grade was the upper grade of the TIMSS 1995 population 2 and was expected to be the eighth grade in most countries.

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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Data for the study was gathered through assessments of curricular documentation, and with questionnaires, including student, teacher (mathematics and science teachers), and school background questionnaires. Data Almanac files from the survey contain weighted summary statistics for each participating country on each variable in each of the questionnaires.

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.

{'Abstract': '摘要
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TIMSS 1999，亦称TIMSS-Repeat，系国际教育成就评价协会（IEA）第三次国际数学与科学研究评估的第二轮实施。该评估旨在提供一个国际视野下八年级学生数学与科学成就的趋势。TIMSS 1999由波士顿学院的TIMSS & PIRLS国际研究中心负责实施，涉及38个国家。1999年的评估测量了八年级学生（13至14岁）的数学与科学成就，并从学生、教师和学校校长处收集了关于数学与科学课程、教学、家庭背景以及学校特征与政策的详尽信息。在38个参与国家中，有26个国家也参与了1995年的TIMSS评估，这使得这些国家能够衡量其儿童在数学与科学成就以及学习环境（学校和家庭）方面的趋势。

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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个人与机构

总体
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TIMSS 1999所期望的国际总体如下：
所有参与国家中，在测试时就读于包含最大比例13岁儿童的相邻两个年级中的较高年级的学生。TIMSS 1999的目标年级是TIMSS 1995人群的较高年级，预计在大多数国家中为八年级。

数据类型
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抽样调查数据

抽样程序
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TIMSS所采用的样本设计通常被称为两阶段分层集群抽样设计。第一阶段包括对学校的抽样，这些学校可能被分层；第二阶段包括从抽样学校中每个有资格的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出现排除情况。

抽样偏差
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参与国家中，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，或仅对“校内排除类别”的学生提供教学，则可能从抽样框架中排除学校。有关定义校内排除的一般TIMSS规则，请参阅技术文件。

数据收集方式
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面对面（f2f）

研究工具
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研究数据通过课程文档的评估以及学生、教师（数学和科学教师）以及学校背景问卷等方式收集。调查的数据年鉴文件包含每个参与国家在每个问卷中每个变量的加权汇总统计。

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不加权的响应率。还计算了总体响应率（学校和学生的响应率之和）。'}