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Chapter 7 - The 1995 TIMSS Curriculum Analysis and Beyond

from Part II - Conducting International Assessments in Mathematics and Science

Published online by Cambridge University Press:  12 November 2018

William H. Schmidt ,
Richard T. Houang ,
Leland S. Cogan  and
Michelle L. Solorio
William H. Schmidt
Affiliation:
Michigan State University
Richard T. Houang
Affiliation:
Michigan State University
Leland S. Cogan
Affiliation:
Michigan State University
Michelle L. Solorio
Affiliation:
Michigan State University
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Summary

Most of the chapters address various issues surrounding the measurement and reporting of student achievement, what the IEA tripartite curriculum model refers to as the attained curriculum. This chapter is devoted to the conceptual and methodological measurement of the intended and possibly implemented curriculum as found in systems’ curriculum standards documents and the textbooks intended to guide classroom instruction. These aspects were a major focus of the Third International Mathematics and Science Study (TIMSS-95). This chapter also reviews some of the specific methods TIMSS-95 used in measuring these curriculum aspects. How these aspects have been addressed in subsequent studies is also reviewed and discussed.
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Schooling Across the Globe
What We Have Learned from 60 Years of Mathematics and Science International Assessments
 , pp. 121 - 155
Publisher: Cambridge University Press
Print publication year: 2018

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