Trends in International Mathematics and Science Study 2011 - International

Abstract
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TIMSS measures trends in mathematics and science achievement at the fourth and eighth grades in participating countries around the world, while also monitoring curricular implementation and identifying promising instructional practices. Conducted on a regular 4-year cycle, TIMSS has assessed mathematics and science in 1995, 1999, 2003, 2007, and 2011. TIMSS collects a rich array of background information to provide comparative perspectives on trends in mathematics and science achievement in the context of different educational systems, school organizational approaches, and instructional practices.

To support and promote secondary analyses aimed at improving mathematics and science education at the fourth and eighth grades, the TIMSS 2011 International Database makes available to researchers, analysts, and other users the data collected and processed by the TIMSS project. This database comprises student achievement data as well as student, home, teacher, school, and curricular background data for 63 countries and 14 benchmarking participants. Across both grades, the database includes data from 608,641 students, 49,429 teachers, 19,612 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 international target populations for the TIMSS 2011 are fourth and eighth grade of participant countries, defined as the grades that represented 4 and 8 years of formal schooling, respectively, counting from the first year of primary or elementary schooling.

For most countries participating in TIMSS, the target grades did indeed turn out to be the grades with 4 and 8 years of schooling, i.e., fourth and eighth grades, respectively. In England, Malta, and New Zealand, children begin primary school at an early age. Therefore, these countries administered the TIMSS fourth grade assessment in the fifth year of schooling and England and New Zealand administered the TIMSS eighth grade assessment in the ninth year of schooling. To provide a better match with the demands of the assessments, several countries, including Botswana, Honduras, Yemen, and South Africa, availed of the option to assess students at a higher grade.

Kind of data
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Sample survey data

Sampling procedure
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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

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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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 2011 user guide for the international database: Data Supplement 3: Variables derived from the Student, Teacher, and School Questionnaire data.

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': 'TIMSS项目旨在衡量参与世界各国四、八年级学生在数学和科学领域的成就趋势，同时监测课程实施情况并识别有潜力的教学实践。该项目以每四年为一个周期进行，自1995年起已对1995年、1999年、2003年、2007年和2011年的数学和科学领域进行了评估。TIMSS收集了丰富的背景信息，以提供不同教育体系、学校组织方法和教学实践背景下的数学和科学成就趋势的比较视角。

为支持并促进旨在改善四、八年级数学和科学教育的二次分析，TIMSS 2011国际数据库向研究人员、分析师及其他用户提供了TIMSS项目收集和处理的全部数据。该数据库包含了来自63个国家和14个基准参与者的学生成就数据，以及学生、家庭、教师、学校和课程背景数据。在两个年级中，数据库包括了608,641名学生的数据，49,429名教师的数据，19,612名学校校长的数据，以及每个国家的国家研究协调员的数据。所有参与国家均已获得国际教育成就评价协会（IEA）的许可，发布其国家数据。

地理覆盖范围：调查具有国际覆盖范围。
分析单位：个人和机构。
总体范围：TIMSS 2011的国际目标总体为参与国家的四、八年级学生，分别定义为从小学或初等教育第一年开始计算的4年和8年正式学校教育阶段。
数据类型：样本调查数据。
抽样程序：采用了系统性的、两阶段的概率比例大小（PPS）抽样技术，首先抽样学校，然后抽样参与学校内的班级。由于俄罗斯联邦人口规模庞大，因此在该国需要进行初步抽样阶段，首先抽样地区，然后抽样学校。新加坡还进行了第三阶段的抽样，即在班级内抽样学生。
抽样偏差：参与者可以从抽样框架中排除位于地理偏远地区、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”的学生提供教学的学校。有关定义校内排除的一般TIMSS规则，可在技术文件中找到。
数据收集方式：面对面（f2f）。
研究工具：研究使用了以下问卷：四年级学生问卷、四年级教师问卷、四年级学校问卷、八年级学生问卷、八年级数学教师问卷、八年级科学教师问卷和八年级学校问卷。关于从调查中的问题获得的或推导出的变量的信息，可在TIMSS 2011国际数据库用户指南的数据补充3中找到：从学生、教师和学校问卷数据推导出的变量。
响应率：为每个参与国家按年级、学校级别和学生级别计算了加权和无权重的响应率。还计算了总体响应率（学校和学生的综合响应率）。'}