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Trends in International Mathematics and Science Study 2007

Armenia, Australia, Austria...and 55 more, 2007
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Reference ID
WLD_2007_TIMSS_v01_M
Producer(s)
TIMSS International Study Center
Metadata
DDI/XML JSON
Study website
Created on
Dec 20, 2012
Last modified
Jun 14, 2022
Page views
5598
Downloads
1613
  • Study Description
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  • Identification
  • Version
  • Scope
  • Coverage
  • Producers and sponsors
  • Sampling
  • Survey instrument
  • Data collection
  • Data Access
  • Disclaimer and copyrights
  • Contacts
  • Metadata production
  • Identification

    Survey ID number

    WLD_2007_TIMSS_v01_M

    Title

    Trends in International Mathematics and Science Study 2007

    Country
    Name Country code
    Armenia ARM
    Australia AUS
    Austria AUT
    Bulgaria BGR
    Bahrain BHR
    Bosnia and Herzegovina BIH
    Botswana BWA
    Colombia COL
    Cyprus CYP
    Czech Republic CZE
    Germany DEU
    Denmark DNK
    Algeria DZA
    Egypt, Arab Rep. EGY
    United Kingdom GBR
    United Kingdom GBR
    Georgia GEO
    Ghana GHA
    Hungary HUN
    Indonesia IDN
    Iran, Islamic Rep. IRN
    Israel ISR
    Italy ITA
    Jordan JOR
    Japan JPN
    Kazakhstan KAZ
    Korea, Rep. KOR
    Kuwait KWT
    Lebanon LBN
    Lithuania LTU
    Latvia LVA
    Morocco MAR
    Malta MLT
    Mongolia MNG
    Malaysia MYS
    Netherlands NLD
    Norway NOR
    New Zealand NZL
    Oman OMN
    Qatar QAT
    Romania ROU
    Russian Federation RUS
    Saudi Arabia SAU
    Singapore SGP
    El Salvador SLV
    Serbia SRB
    Slovak Republic SVK
    Slovenia SVN
    Sweden SWE
    Syrian Arab Republic SYR
    Thailand THA
    Tunisia TUN
    Turkiye TUR
    Taiwan, China TWN
    Ukraine UKR
    United States USA
    West Bank and Gaza WBG
    Yemen, Rep. YEM
    Study type

    Statistical Info. & Monitoring Prog. [hh/simpoc]

    Abstract

    TIMSS measures trends in mathematics and science achievement at the fourth and eighth grades in participating countries around the world, as well as 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, and 2007, with planning underway for 2011. TIMSS collects a rich array of background information to provide comparative perspectives on trends in 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 2007 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, teacher, school, and curricular background data for 59 countries and 8 benchmarking participants. Across both grades, the database includes data from 433,785 students, 46,770 teachers, 14,753 school principals, and the National Research Coordinators of each country. All participating countries gave the IEA permission to release their national data.

    Kind of Data

    Sample survey data [ssd]

    Unit of Analysis

    Units of analysis in the study include documents, schools and individuals

    Version

    Version Description

    v1: Edited, anonymised data for public distribution

    Version Date

    2009

    Scope

    Notes

    TIMSS 2007 gathered information about curricula, instructional practices, policies, and student background and attitudes.

    Topics
    Topic Vocabulary URI
    basic skills education [6.1] CESSDA http://www.nesstar.org/rdf/common
    educational policy [6.3] CESSDA http://www.nesstar.org/rdf/common

    Coverage

    Geographic Coverage

    The survey had national coverage

    Geographic Unit

    The data is at country level only

    Universe

    The TIMSS target populations are all fourth and eighth graders in each participating country. The teachers in the TIMSS 2007 international database do not constitute representative samples of teachers in the participating countries. Rather, they are the teachers of nationally representative samples of students. Therefore, analyses with teacher data should be made with students as the units of analysis and reported in terms of students who are taught by teachers with a particular attribute. Teacher data are analyzed by linking the students to their teachers. The student-teacher linkage data files are used for this purpose.

    Producers and sponsors

    Primary investigators
    Name Affiliation
    TIMSS International Study Center Boston College
    Funding Agency/Sponsor
    Name Role
    National Center for Education Statistics, U.S. Department of Education Funder
    National Science Foundation, U.S. Funder
    World Bank Funder
    Government of South Africa Funder

    Sampling

    Sampling Procedure

    The TIMSS target populations are all fourth and eighth graders in each participating country. To obtain accurate and representative samples, TIMSS used a two-stage sampling procedure whereby a random sample of schools is selected at the first stage and one or two intact fourth or eighth grade classes are sampled at the second stage. This is a very effective and efficient sampling approach, but the resulting student sample has a complex structure that must be taken into consideration when analyzing the data. In particular, sampling weights need to be applied and a re-sampling technique such as the jackknife employed to estimate sampling variances correctly.

    In addition, TIMSS 2007 uses Item Response Theory (IRT) scaling to summarize student achievement on the assessment and to provide accurate measures of trends from previous assessments. The TIMSS IRT scaling approach used multiple imputation-or "plausible values"-methodology to obtain proficiency scores in mathematics and science for all students. Each student record in the TIMSS 2007 international database contains imputed scores in mathematics and science overall, as well as for each of the content domain subscales and cognitive domain subscales. Because each imputed score is a prediction based on limited information, it almost certainly includes some small amount of error. To allow analysts to incorporate this error into analyses of the TIMSS achievement data, the TIMSS database provides five separate imputed scores for each scale. Each analysis should be replicated five times, using a different plausible value each time, and the results combined into a single result that includes information on standard errors that incorporate both sampling and imputation error.

    Survey instrument

    Questionnaires

    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 2007 user guide for the international database: Data Supplement3: Variables derived from the Student, Teacher, and School Questionnaire data.

    Data collection

    Dates of Data Collection
    Start End
    2007 2007
    Data Collection Notes

    Each participating country was responsible for carrying out all aspects of the data collection, using standardized procedures developed for the study. Training manuals were created for school coordinators and test administrators that explained procedures for receipt and distribution of materials as well as for the activities related to the testing sessions. These manuals covered procedures for test security, standardized scripts to regulate directions and timing, rules for answering students’ questions, and steps to ensure that identifi cation on the test booklets and questionnaires corresponded to the information on the forms used to track students.

    Data Access

    Access authority
    Name Affiliation URL Email
    TIMSS & PIRLS International Study Center Boston College, Lynch School of Education http://timssandpirls.bc.edu/timss2003.html timss@bc.edu
    Access conditions

    Public use files, accessible to all

    Citation requirements

    International Study Center. Trends in International Mathematics and Science Study 2003 [dataset]. Version 1. Chestnut Hill, MA: TMSS International Study Center [producer and distributor], 2000. Available from http://www.timss.bc.edu

    Disclaimer and copyrights

    Disclaimer

    The user of the data acknowledges that the original collector of the data, the authorized distributor of the data, and the relevant funding agency bear no responsibility for use of the data or for interpretations or inferences based upon such uses.

    Copyright

    Copyright, International Association for the Evaluation of Educational Achievement (IEA)

    Contacts

    Contacts
    Name Affiliation Email URL
    Manager, DataFirst University of Cape Town info@data1st.org http://www.datafirst.uct.ac.za

    Metadata production

    DDI Document ID

    DDI_WLD_2007_TIMSS_v02_M

    Producers
    Name Affiliation Role
    DataFirst University of Cape Town DDI Producer
    Date of Metadata Production

    2012-02-13

    Metadata version

    DDI Document version

    DDI Document - Version 02 - (04/21/21)
    This version is identical to DDI_WLD_2007_TIMSS_v01_M but country field has been updated to capture all the countries covered by survey.

    Version 01: Adopted from "ddi-int-datafirst-timss-2007-v1" DDI that was done by metadata producer mentioned in "Metadata Production" section.

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