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Methodological framewrok of TIMSS 2015

dc.contributorМарушић Јаблановић, Милица
dc.contributorГутвајн, Николета
dc.contributorЈакшић, Ивана
dc.creatorМарушић Јаблановић, Милица
dc.description.abstractTIMSS is a project of the International Association for the Evaluation of Educational Achievement (IEA) whose implementation is managed by TIMSS and PIRLS International Research Centre from Boston College. TIMSS (Trends in International Mathematics and Science Study) has, since 1995, been performed every fourth year. Serbia joined this project in 2003, therefore TIMSS 2015 was the fourth participation of Serbia in this research whereby the role of the national center for its performance was taken by the Institute for Educational Research from Belgrade. TIMSS deals with elementary school students’ achievement in mathematics and science. Achievement is examined at two age levels – in the fourth and eighth grade of primary school. The sample of fourth-grade students tested in TIMSS 2015 cycle covered approximately 312.000 students from 10.000 schools (50 countries and 7 regional entities) The aims and methodology of TIMSS 2015 are shown in this article with special emphasis on the research implementation in Serbia. The difference between the intended, the implemented and the attained curriculum is explained in the introduction. Then, the research instruments are described - mathematics and science tests with explanations of the covered content domains (Mathematics: number, geometric shapes and measures, data display; Science: life scienec, physical science, Earth science) and the cognitive domains (knowledge, application, and reasoning); as well as questionnaires for schools, teachers, students and their parents or guardians. It was pointed out that the achievement of each student in TIMSS databases is expressed by five plausible values for whose calculation a special method has been developed. The meaning of the TIMSS scale average was discussed (TIMSS scale centerpoint) as well as four benchmark values (advanced, high, intermediate and low), as values we usually rely on when interpreting achievement data. Serbian sample consisted of 160 schools, 192 teachers and 4036 fourth-grade students (selected from the population of students being taught in Serbian language). The data about Serbian sample structure and and criteria for making exclusions are provided as well as the data about methodologies used for the equalization of data collection procedures, which provided reliability and international comparability of the obtained results. At the end of the paper, the recommendations for TIMSS data use are offered. It is explained that achievement factors can be searched for on several levels: on the international and national level, on the school, class or an individual student level. The author of this paper emphasizes the value of the open-type items, the analysis of which can provide an insight into the teaching or curriculum shortcomings. Also, the way the assignments are conceived in TIMSS, can be inspirational for creating materials for the national testing as well as for designing assignments in school
dc.publisherБеоград : Институт за педагошка истраживањаsr
dc.relationinfo:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179034/RS//sr
dc.relationinfo:eu-repo/grantAgreement/MESTD/Integrated and Interdisciplinary Research (IIR or III)/47008/RS//sr
dc.sourceTIMSS 2015 у Србији : међународног истраживања постигнућа ученика 4. разреда основне школе из математике и природних наукаsr
dc.subjectTIMSS 2015sr
dc.titleМетодолошки оквир истраживањаsr
dc.titleMethodological framewrok of TIMSS 2015sr
dc.description.otherНазив збирке: Библиотека „Педагошка теорија и пракса“ 44

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