Research Paper—Integrated STEM Education
A Comparison of TIMSS Items Using Cognitive Domains
Article first published online: 19 JAN 2014
© 2014 School Science and Mathematics Association
School Science and Mathematics
Volume 114, Issue 2, pages 65–75, February 2014
How to Cite
Nixon, R. S. and Barth, K. N. (2014), A Comparison of TIMSS Items Using Cognitive Domains. School Science and Mathematics, 114: 65–75. doi: 10.1111/ssm.12054
- Issue published online: 19 JAN 2014
- Article first published online: 19 JAN 2014
- American Educational Research Association (AERA) (2000). Position statement on high-stakes testing. Washington, DC: Author.
- American Educational Research Association (AERA), American Psychological Association (APA), & National Council on Measurement in Education (NCME) (1999). Standards for educational and psychological testing. Washington, DC: Author.
- 2004). Math and science tests find 4th and 8th graders in U.S. still lag many peers. The New York Times, Dec 15, 2004. Retrieved from http://www.nytimes.com/2004/12/15/education/15math.html?_r=1 (
- 2010). “Wake up Call”: U.S. Students Trail Global Leaders. Retrieved from http://www.msnbc.msn.com/id/40544897/ns/us_news-life/t/wake-up-call-us-students-trail-global-leaders/-.T2poF47evRc (
- n.d.). No gain by U.S. students on international exam: Math, science scores stay only above average. San Francisco Chronicle. Retrieved from http://www.sfgate.com/education/article/No-Gain-by-U-S-Students-On-International-Exam-3236348.php (
- 1999). The benefits and limitations of international educational acheivement studies. Paris: International Institute for Educational Planning/UNESCO. , , , , & (
- 1998). TIMSS: The message and the myths. Principal, 77, 18–22. (
- Canadian Psychological Association (CPA) (2000). A joint position statement by the Canadian Psychological Association and the Canadian Association of School Psychologists on the Canadian press coverage of the province-wide achievement test results. Ottawa, Canada: Canadian Psychological Association.
- 2001). More unintended consequences of high-stakes testing. Educational Meaurement: Issues and Practice, 4, 19–27. (
- 2003). Validity: On the meaningful interpretation of assessment data. Medical Education, 37, 830–837. (
- 2012). What can U.S. Schools learn from foreign counterparts? District Administration, 48(2), 30–32. (
- 2012). International assessment: A Rasch model and teachers' evaluation of TIMSS science achievement items. Journal of Research in Science Teaching, 49(10), 1321–1344. (
- 2009). Conceptions of knowledge in research on students' understanding of the greenhouse effect: Methodological positions and their consequences for representations of knowing. Science Education, 93(6), 978–995. , , & (
- 2004). What does it mean to be well-educated? and more essays on standards, grading, and other follies. Boston: Beacon Press. (
- 1995). The impact of mandated standardized testing on minority students. The Journal of Negro Education, 64(2), 171–185. , , , , & (
- 2012). There's more to science than recall: An analysis. Paper presented at the Annual Conference of the National Association of Research in Science Teaching, Indianapolis, ID. March. , & (
- 2012). The consequences of “school improvement”: Examining the association between two standardized assessments measuring school improvement and student science achievement. Journal of Research in Science Teaching, 49(6), 804–830. doi:10.1002/tea.21027. , & (
- 2009). Theories of developmental psychology (5th ed.). New York: Worth Publishers. (
- 2009). TIMSS 2011 assessment frameworks. Amesterdam, The Netherlands: International Association for the Evaluation of Educational Achievement. , , , , & (
- 2010). Obama: US Students' Performance in Science, Math is “Unacceptable,” Retrieved from http://thehill.com/blogs/hillicon-valley/technology/124789-obama-us-students-performance-in-science-and-math-is-qunacceptableq (
- National Center for Education Statistics (NCES) (n.d.a). Dare to Compare. Retrieved March 14, 2012, from http://nces.ed.gov/nceskids/eyk/
- National Center for Education Statistics (NCES) (n.d.b). NCES Kid's Zone. Retrieved April 14, 2012, from http://nces.ed.gov/nceskids/
- National Research Council (NRC) (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
- National Research Council (NRC) (2001a). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press.
- National Research Council (NRC) (2001b). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academy Press.
- National Research Council (NRC) (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: Author.
- 2012). “I never thought of it as freezing”: How students answer questions on large-scale science tests and what they know about science. Journal of Research in Science Teaching, 49(6), 778–803. doi:10.1002/tea.21026. , , , , , & (
- 2011). Profiles of students' interest in science issues around the world: Analysis of data from PISA 2006. International Journal of Science Education, 33(1), 97–120. , & (
- 2012). Assessment of science learning: Living in interesting times. Journal of Research in Science Teaching, 49, 831–841. doi:10.1002/tea.21032. (
- 2005). Cross-national acheivement studies: Learning from South Africa's participation in the Trends in International Mathematics and Science Study (TIMSS). Compare: A Journal of Comparative Education, 35(1), 63–77. (
- 1998). Interpretation of international test score comparisons. Science, 280(5366), 1030–1031. (
- 2005). How American middle schools differ from schools of five Asian countries: Based on cross-national data from TIMSS 1999. Educational Research & Evaluation, 11(2), 179–199. (
- 2012). Fifteen-years-old students of seven east Asian cities in PISA 2009: A secondary analysis. New Horizons in Education, 60(1), 83–91. (
- 2012). Assessment and science education: Our essential new priority? Journal of Research in Science Teaching, 49(6), 683–690. doi:10.1002/tea.21033. , & (