Session Information
09 SES 12 D, Workshop on Using International Large-Scale Assessment Data from TIMSS 2007 (Part 1)
Research Workshop, continues in 09 13 D
Contribution
Participation in international comparative studies in education has increased steadily over the last decades. Similarly, the number of studies conducted has also grown over time. This expansion of international large-scale assessments (LSAs) can partially be seen as an attempt by national governments, the international community, and researchers to understand and compare national educational systems in a world of increased interconnectedness and interdependence.
Educational LSA programs collect an enormous amount of data, the databases of which result in a wealth of information for secondary analysts. In addition to achievement data from students, they also collect data from teachers, school principals and parents in the hope that this information will assist in our collective understanding of the interaction and outcome between the desired curriculum, the implemented curriculum, and the achieved curriculum. Unfortunately, much of LSA data remains underutilized by policy makers as well as researchers. The underutilization of these data in part stems from the fact that proper analysis requires the use of survey methods that are generally unfamiliar to non-technical researchers.
The proposed workshop will provide an overview of the purposes and methods of one of the largest international educational assessment programs currently taking place - TIMSS (Trends in International Mathematics and Science Study). This LSA program collects achievement data in mathematics and science at the end of primary and upper-secondary school levels (grades 4 and 8 in most countries). A summary of the methodological challenges that are faced by the latest TIMSS cycle (2007) will be presented and discussed. Upon completion of the seminar participants should have: (i) developed an understanding of the information provided by TIMSS 2007; (ii) gained an appreciation of the operational, statistical and psychometric complexities of the study; and (iii) been provided with a number of possibilities for principled data analysis. Software that has been developed to analyze these data and that is freely available will used as part of the presentations.
This seminar will provide an opportunity for educational researchers to gain familiarity with these rich data sources. Further, participants will learn about the complex sampling and survey design that necessitates careful analysis of these data. Finally, the instructor to conduct the course will be on hand to field questions about large-scale assessments in education.
Method
Expected Outcomes
References
Foy, P., Galia, J., & Li, I. (2008). Scaling the Data from the TIMSS 2007 Mathematics and Science Assessments. In J. F. Olson, M. O. Martin, & I. V. Mullis (Eds.), TIMSS 2007 Technical Report (pp. 225-280). Chestnut Hill, MA: Boston College. Foy, P. and Olson, J. (Eds.). (2009). TIMSS 2007 User Guide for the International Database. Chestnut Hil, MA: Boston College. IEA IDB Analyzer (Version 2.0.0.40) [Computer software]. Hamburg: IEA. Joncas, M. (2008a). TIMSS 2007 Sample Design. In J. F. Olson, M. O. Martin, & I. V. Mullis (Eds.), TIMSS 2007 Technical Report (pp. 77-92). Chestnut Hill, MA: Boston College. Joncas, M. (2008b). TIMSS 2007 Sampling Weights and Participation Rates. In J. F. Olson, M. O. Martin, & I. V. Mullis (Eds.), TIMSS 2007 Technical Report (pp. 153-192). Chestnut Hill, MA: Boston College.
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