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TIMSS4 Math ConceptsItems 1

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   4 MATHEMATICS CONCEPTS   MATHEMATICS ITEMSMATHEMATICS CONCEPTSMATHEMATICS ITEMS The Mathematics Concepts and Mathematics Items  book contains the released TIMSS mathematics assessment items. These are the released items from the 1995 and 2003 assessments (as distinct from the secure items, which are kept confidential so that they may be used in subsequent cycles to monitor trends). Guide to Using the Mathematics Concepts and Mathematics Items  Materials The materials contained in this book can be used in a number of ways as a tool to assist teachers in making a formative assessment of student knowledge and skills. Some of these ways include the following: Teacher-designed formative assessments.  A teacher might, for example, decide to examine how well his or her class knows facts and procedures. In such a case, the first step would be to review the questions in Mathematics Concepts and Mathematics Items , selecting the ones of interest. Ready-to-use versions of these items can be found in the Mathematics Items  book. Teachers can print these items or present them to students on an overhead. Student responses can be scored by referring to the appropriate page in Mathematics Concepts and Mathematics Items . Teachers can also compare the overall percentage of students responding correctly to the international benchmark for that item. Feedback on teaching.  To the extent that the items coincide with concepts taught, the teacher might follow the same process to gain rapid feedback on the success of the teaching episode. Understanding misunderstandings.  Again, a teacher might decide to examine the incorrect or partially correct responses of the class for insight into any general misunderstandings, with a view to re-teaching a particular topic or skill. Identifying individual difficulties.  In the same way, the teacher might use the items to identify particular difficulties experienced by individual students, as the basis for some remedial teaching or focused practice. 18675.0206 33  Guide to the Content and Layout of This Book This book contains the released items from both TIMSS 1995 and TIMSS 2003. Due to slight revisions in terminology and released information between cycles, the format for the items in each cycle differs slightly. Each item appears on a single page and is accompanied by a number of descriptors. 1995 Content Domains :ã Whole numbersã Fractions and proportionalityã Measurement, estimation, and number senseã Data representation, analysis, and probabilityã Geometry ã Patterns, relations, and functions 2003 Content Domains :ã Patterns and Relationshipsã Data ã Geometryã Measurementã Number 1995 Cognitive Domains :ã Knowingã Performing routine proceduresã Using complex proceduresã Solving problems 2003 Cognitive Domains :ã Knowing facts and proceduresã Using conceptsã Solving routine problemsã ReasoningTake a look at Which number is it , the name given to the first 1995 item in this book. As specified in boxes at the top of the page, the content domain for this item is whole numbers  and the cognitive domain is using complex procedures . Looking at Symbolic linear equation of magazines , the first item from TIMSS 2003 (page 73), the content domain (  patterns and relationships ) and the cognitive domain ( solving routine problems ) are also accompanied by the main topic ( equations and formulas ). International item numbers  identify each item. This number appears just below the item box. Correct answers  are shown beneath each item. These correct answers take two forms:ã  Letter code . This form is used for the correct response on multiple-choice items. Which number is it  provides an example of the letter code type—the correct answer is D. ã  Scoring guide . This form is used to assist in scoring write-in responses. Complete number sentence (S2)  further along in the Whole Numbers  domain (page 13), provides an example of the scoring guide approach, indicating the general nature of correct and incorrect responses. In some cases, partial credit may be awarded and these items will provide guidelines for fully correct, partially correct, and incorrect responses. Sample student responses  are provided for TIMSS 2003 extended response items. An example of an actual U.S. fourth-grade student’s response is provided for each scoring category. See Item M031249 on page 76. International benchmarks  are provided in a table next to each item. These consist of statistics on the percentage of students in each country who answered the question correctly. The countries are ordered in terms of this percentage. The international average is included as well, and this display also indicates which countries scored significantly higher, significantly lower, and not significantly different from this international average .  TIMSS 1995 4th-Grade Mathematics Concepts and Mathematics Items   Content DomainCognitive Domain Overall Percent Correct 3 When you subtract one of the numbers below from 900, theanswer is greater than 300. Which number is it? A. 823B. 712C. 667D. 579 Country average vs. International average: Higher   Not different OLower   Correct Response:DWhole Numbers Using Complex Procedures Which number is it Item Number: I3 Korea 82   Czech Republic 74   Hong Kong 74   Hungary 74   Slovenia 72   Japan 71   Netherlands 70   Austria 65 O Ireland 62 O Singapore 62 O Latvia (LSS) 61 O International average57 United States 57 O Scotland 56 O Thailand 54 O Canada 53 O Cyprus 52 O Greece 52 O Israel 52 O Australia 51 O England 48   Iceland 47 O New Zealand 47 O Norway 43   Portugal 40   Iran, Islamic Rep. 39   Kuwait 34    Correct Response:C Overall Percent Correct 4 TIMSS 1995 4th-Grade Mathematics Concepts and Mathematics Items What is 3 times 23 Item Number: I4 Country average vs. International average: Higher   Not different OLower   Netherlands 98   Czech Republic 97   Hungary 96   Japan 96   Hong Kong 95   Latvia (LSS) 95   Slovenia 95   Austria 94   Singapore 93   United States 90   England 89 O Ireland 87 O Australia 86 O Greece 86 O Korea 86 O Canada 85 O Scotland 85 O   International average84 Cyprus 82 O Norway 82 O Iceland 80 O Israel 80 O Portugal 80 O New Zealand 78 O Iran, Islamic Rep. 73   Thailand 54   Kuwait 12   What is 3 times 23? A. 323B. 233C. 69D. 26 Content DomainCognitive DomainWhole Numbers Performing Routine Procedures
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