Trends in International Mathematics and Science Study (TIMSS 2019) Main Study Recruitment and Field Test

Trends in International Mathematics and Science Study (TIMSS 2019) Main Study Recruitment and Field Test

Appendix C.1 - TIMSS 2019 FT Questionnaires - Summary of Changes

Trends in International Mathematics and Science Study (TIMSS 2019) Main Study Recruitment and Field Test

OMB: 1850-0695

Document [docx]
Download: docx | pdf






TRENDS IN INTERNATIONAL MATHEMATICS AND SCIENCE Study (TIMSS 2019) FIELD TEST





OMB# 1850-0695 v.12






Appendix c.1


TIMSS Field Test Questionnaires – Summary of Changes






Submitted by:


National Center for Education Statistics (NCES)

Institute of Education Sciences (IES)

U.S. Department of Education

Washington, DC








December 2017

revised January 2018






APPENDIX C.1: SUMMARY OF CHANGES TO U.S. TIMSS INSTRUMENTS FROM TIMSS 2015 MAIN STUDY TO TIMSS 2019 FIELD TEST


The International Association for the Evaluation of Education Achievement (IEA) released the final international versions of the TIMSS 2019 field test questionnaires, and has now approved the adaptations to be made to the U.S. versions of the field test questionnaires. This appendix, Appendix C.1, lists the changes that were made to the TIMSS 2019 U.S. final versions of the field test questionnaire from the last round of TIMSS (TIMSS 2015). Appendix C.2 provides the final U.S. adapted versions of the TIMSS 2019 field test questionnaires to be administered in spring 2018. Appendix C.1 is based on a comparison of the final TIMSS 2019 U.S. field test questionnaires with the final U.S. versions of the TIMSS 2015 main study questionnaires, which were included in the last TIMSS 2019 Main Study Recruitment and Field Test submission (OMB# 1850-0695 v.10) because the TIMSS 2019 field test international questionnaires were not yet available. The final versions of the adapted U.S. versions of the TIMSS 2019 field test questionnaires are now provided to OMB in this change request.

The changes detailed in this appendix (C.1) are listed first by grade, then by questionnaire (e.g., school principal, teacher, and student), and lastly by the four types of changes made: new U.S. adaptations (not already included in the 2015 main study); new TIMSS items; deleted TIMSS items; and revisions to TIMSS item wording (made for the TIMSS 2019 field test administration).

The U.S. adaptations that were already made to the TIMSS 2015 main study version of the questionnaires are kept for the TIMSS 2019 field test version. New U.S. adaptations for the field test refer to any changes that need to be made for the TIMSS 2019 field test version, such as the year of the test in the questionnaire introduction. The U.S. also kept the same national questions as were used in TIMSS 2015 without modifications in order to continue to provide data for the U.S. context. Based on analysis of the TIMSS 2015 main study data, the IEA and the international contractors revised some of the items from the 2015 international versions of the questionnaires, added some new items, and also deleted some of the 2015 items. All of these changes are listed in this document. Straightforward adaptations of U.K. English to American English (e.g., favourite to favorite; adding a comma after “e.g.”; or removal of ® registered trademark symbols) were applied throughout each questionnaire and are not included in the tables below.



APPENDIX C.1 TABLE OF CONTENTS


Summary of Changes from TIMSS 2015 Main Study to U.S. 2019 Field Test Principal, Teacher, and Student Questionnaire Items

A. Principal Questionnaire – Grade 4


1. New Adaptations of all items (not already included in the U.S. 2015 main study version)

TIMSS 2019 U.S. Field Test (final)

2015 U.S. adaptation

2019 Field Test U.S. adaptation

Item(s)

Your school has agreed to participate in TIMSS 2015 (Trends in International Mathematics and Science Study), an educational research project sponsored by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS measures trends in student achievement in mathematics and science and studies differences in national education systems in almost 60 countries in order to help improve teaching and learning worldwide.

Your school has agreed to participate in TIMSS 2019 (Trends in International Mathematics and Science Study), an educational research project sponsored by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS measures trends in student achievement in mathematics and science and studies differences in national education systems in almost 60 countries in order to help improve teaching and learning worldwide.

Note: Year updated



OMB No. 1850-0695, Approval Expires 1/31/2021

Note: Updated OMB date

Q1

What is the total enrollment of students in your school as of March 1, 2015?

_____________ students

Write in the number.


Q1

What is the total enrollment of students in your school as of March 1, 2018?

_____________ students

Write in the number.


Note: Updated date

Q2

What is the total enrollment of fourth-grade students in your school as of March 1, 2015?

_____________ students

Write in the number.

Q2

What is the total enrollment of fourth-grade students in your school as of March 1, 2018?

_____________ students

Write in the number.

Note: Updated date

Q4

Around the 1st of October 2014, what percentage of students at this school were eligible to receive free or reduced-price lunches through the National School Lunch Program?

_________ percentage of students

Write in the number.

Q4

Around the 1st of October 2017, what percentage of students at this school were eligible to receive free or reduced-price lunches through the National School Lunch Program?

_________ percentage of students

Write in the number.

Note: Updated date





2. New Items

Item #

Added Text/Item

Q14


Does your school provide students access to digital learning resources (e.g., books, videos)?

Fill in one circle only.

  • Yes

  • No


3. Deleted Items (entire stem)

Item Number

Deleted Item

Q10

Does your school provide free meals for students?

Fill in one circle for each row.


  • Yes, for all students

  • Yes, for some students

  • No


  1. Breakfast

  2. Lunch


Q11

To what degree are the following health topics emphasized in your school?

Fill in one circle for each row.


  • Very high

  • High

  • Medium

  • Low


  1. Washing hands

  2. Brushing teeth

  3. A healthy diet/nutrition

  4. Disease prevention


Q13A

Does your school provide a place where students can work on their schoolwork before or after school?


Fill in one circle only.


  • Yes

  • No

  • (If No, go to #14)

Q13B

If Yes,

Is someone available to assist them with their schoolwork?


Fill in one circle only.


  • Yes

  • No

Q14

As a general school policy, is student achievement used to assign fourth-grade students to classes (e.g., streaming, tracking, setting)?

Fill in one circle for each row.


  • Yes

  • No


  1. For Mathematics

  2. For Science



4. Revised Items

2015 MS Final U.S. Version

2019 FT Final U.S. Version

Item #

Original Item

Item #

Revised Item

Q12

Q15

Q16

Q17

Q18

Q19

Q20

Q21

Q22

Q23

Q24

Q25

Q26

Q27


Q10

Q11

Q12

Q13

Q15

Q16

Q17

Q18

Q19

Q20

Q21

Q22

Q23

Q24

Note: Renumbered items

Q17A


If Yes,

Approximately how many books (print and digital) with different titles does your school library have (exclude magazines and periodicals)?

Fill in one circle for each column.

  1. Print

  • 250 or fewer

  • 251–500

  • 501–2,000

  • 2,001–5,000

  • 5,001–10,000

  • More than 10,000


  1. Digital

  • 0

  • 1–5

  • 6–10

  • 11–30

  • 31 or more




Q13A

Q13B

Note: Question stem structure removed part of the question.



If Yes,

Approximately how many books (print) with different titles does your school library have (exclude magazines and periodicals)?

Fill in one circle only.


  • 250 or fewer

  • 251–500

  • 501–2,000

  • 2,001–5,000

  • 5,001–10,000

  • More than 10,000


Approximately how many titles of magazines and other periodicals (print) does your school library have?

Fill in one circle only.


  • 0

  • 1–5

  • 6–10

  • 11–30

  • 31 or more


Q19



How would you characterize each of the following within your school?

Fill in one circle for each row.


  • Very high

  • High

  • Medium

  • Low

  • Very low


  1. Teachers’ understanding of the school’s curricular goals

  2. Teachers’ degree of success in implementing the school’s curriculum

  3. Teachers’ expectations for student achievement

  4. Teachers working together to improve student achievement

  5. Teachers’ ability to inspire students

  6. Parental involvement in school activities

  7. Parental commitment to ensure that students are ready to learn

  8. Parental expectations for student achievement

  9. Parental support for student achievement

  10. Parental pressure for the school to maintain high academic standards

  11. Students’ desire to do well in school

  12. Students’ ability to reach school’s academic goals

  13. Students’ respect for classmates who excel in school

Q16

Note: Two dimensions removed


How would you characterize each of the following within your school?

Fill in one circle for each row.


  • Very high

  • High

  • Medium

  • Low

  • Very low


  1. Teachers’ understanding of the school’s curricular goals

  2. Teachers’ degree of success in implementing the school’s curriculum

  3. Teachers’ expectations for student achievement

  4. Teachers’ ability to inspire students

  5. Parental involvement in school activities

  6. Parental commitment to ensure that students are ready to learn

  7. Parental expectations for student achievement

  8. Parental support for student achievement

  9. Students’ desire to do well in school

  10. Students’ ability to reach school’s academic goals

  11. Students’ respect for classmates who excel academically

Q23




About how many of the students in your school can do the following when they begin the first grade of primary/elementary school?

Fill in one circle for each row.


  • Less than 25%

  • 25–50%

  • 51–75%

  • More than 75%


  1. Recognize most of the letters of the alphabet

  2. Read some words

  3. Read sentences

  4. Write letters of the alphabet

  5. Write some words

  6. Count up to 100 or higher

  7. Recognize written numbers from 1-10

  8. Recognize written numbers higher than 10

  9. Write numbers from 1-10

  10. Do simple addition

  11. Do simple subtraction

Q20

Note: One dimension added, one dimension revised


About how many of the students in your school can do the following when they begin the first grade of primary/elementary school?

Fill in one circle for each row.


  • Less than 25%

  • 25–50%

  • 51–75%

  • More than 75%


  1. Recognize most of the letters of the alphabet

  2. Read some words

  3. Read sentences

  4. Write letters of the alphabet

  5. Write their names

  6. Write words other than their names

  7. Count up to 100 or higher

  8. Recognize written numbers from 1-10

  9. Recognize written numbers higher than 10

  10. Write numbers from 1-10

  11. Do simple addition

  12. Do simple subtraction

Q27



Do you hold the following qualifications or credentials in educational leadership?

Fill in one circle for each row.


  • Yes

  • No


  1. Master's degree or professional degree (MD, DDS, lawyer, minister)

  2. Doctorate (Ph.D. or Ed.D.)

Q24

Note: One dimension added


Do you hold the following qualifications or credentials in educational leadership?

Fill in one circle for each row.


  • Yes

  • No


  1. Principal Certification

  2. Master's degree or professional degree (MD, DDS, lawyer, minister)

  3. Doctorate (Ph.D., Ed.D.)





B. Teacher Questionnaire – Grade 4


1. New Adaptations of all items (not already included in the U.S. 2015 main study version)

TIMSS 2019 U.S. Field Test (final)

2015 U.S. adaptation

2019 Field Test U.S. adaptation

Item(s)

Your school has agreed to participate in TIMSS 2015 (Trends in International Mathematics and Science Study), an educational research project sponsored by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS measures trends in student achievement in mathematics and science and studies differences in national education systems in almost 60 countries in order to help improve teaching and learning worldwide.

Your school has agreed to participate in TIMSS 2019 (Trends in International Mathematics and Science Study), an educational research project sponsored by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS measures trends in student achievement in mathematics and science and studies differences in national education systems in almost 60 countries in order to help improve teaching and learning worldwide.

Note: Year updated



OMB No. 1850-0695, Approval Expires 1/31/2021

Note: Updated OMB date



2. New Items

Item #

Added Text/Item

Q22

About how often do fourth-grade students in this class take mathematics tests on computers or tablets?

Fill in one circle only.

  • More than once a month

  • Once a month

  • Twice a year

  • Once a year or less

  • Never

Q32

About how often do fourth-grade students in this class take science tests on computers or tablets?

Fill in one circle only.

  • More than once a month

  • Once a month

  • Twice a year

  • Once a year or less

  • Never

Q23 and Q33

To what extent do you depend on assessment results?

Fill in only one circle for each row.


  • A lot

  • Some

  • A little

  • None


  1. To modify your instruction

  2. To give grades

  3. To report to parents

  4. To determine the learning needs of each student



3. Deleted Items (entire stem)

Item #

Deleted Text/Item

Q9

In your current school, how severe is each problem?

Fill in only one circle for each row.


  • Not a problem

  • Minor problem

  • Moderate problem

  • Serious problem


  1. The school building needs significant repair

  2. Teachers do not have adequate workspace (e.g., for preparation, collaboration, or meeting with students)

  3. Teachers do not have adequate instructional materials and supplies

  4. The school classrooms are not cleaned often enough

  5. The school classrooms need maintenance work

  6. Teachers do not have adequate technological resources

  7. Teachers do not have adequate support for using technology

Q10

How often do you have the following types of interactions with other teachers?

Fill in only one circle for each row.


  • Very Often

  • Often

  • Sometimes

  • Never or almost never


  1. Discuss how to teach a particular topic

  2. Collaborate in planning and preparing instructional materials

  3. Share what I have learned about my teaching experiences

  4. Visit another classroom to learn more about teaching

  5. Work together to try out new ideas

  6. Work as a group on implementing the curriculum

  7. Work with teachers from other grades to ensure continuity in learning

Q18

In teaching mathematics to this class, how would you characterize your confidence in doing the following?

Fill in only one circle for each row.


  • Very high

  • High

  • Medium

  • Low


  1. Inspiring students to learn mathematics

  2. Showing students a variety of problem solving strategies

  3. Providing challenging tasks for the highest achieving students

  4. Adapting my teaching to engage students’ interest

  5. Helping students appreciate the value of learning mathematics

  6. Assessing student comprehension of mathematics

  7. Improving the understanding of struggling students

  8. Making mathematics relevant to students

  9. Developing students’ higher-order thinking skills

Q27

How well prepared do you feel you are to teach the following mathematics topics?

If a topic is not in the fourth-grade curriculum or you are not responsible for teaching this topic, please choose “Not applicable.”

Fill in only one circle for each row.


  • Not applicable

  • Very well prepared

  • Somewhat prepared

  • Not well prepared


Number

  1. Concepts of whole numbers, including place value and ordering

  2. Adding, subtracting, multiplying, and/or dividing with whole numbers

  3. Concepts of multiples and factors; odd and even numbers

  4. Concepts of fractions (fractions as parts of a whole or of a collection, or as a location on a number line)

  5. Adding and subtracting with fractions, comparing and ordering fractions

  6. Concepts of decimals, including place value and ordering, adding and subtracting with decimals

  7. Number sentences (finding the missing number, modeling simple situations with number sentences)

  8. Number patterns (extending number patterns and finding missing terms)


Geometric Shapes and Measures

  1. Lines: measuring, estimating length of; parallel and perpendicular lines

  2. Comparing and drawing angles

  3. Using informal coordinate systems to locate points in a plane (e.g., in square B4)

  4. Elementary properties of common geometric shapes

  5. Reflections and rotations

  6. Relationships between two-dimensional and three-dimensional shapes

  7. Finding and estimating areas, perimeters, and volumes


Data Display

  1. Reading and representing data from tables, pictographs, bar graphs, or pie charts

  2. Drawing conclusions from data displays

Q29

In teaching science to this class, how would you characterize your confidence in doing the following?

Fill in only one circle for each row.


  • Very high

  • High

  • Medium

  • Low


  1. Inspiring students to learn science

  2. Explaining science concepts or principles by doing science experiments

  3. Providing challenging tasks for the highest achieving students

  4. Adapting my teaching to engage students’ interest

  5. Helping students appreciate the value of learning science

  6. Assessing student comprehension of science

  7. Improving the understanding of struggling students

  8. Making science relevant to students

  9. Developing students’ higher-order thinking skills

  10. Teaching science using inquiry methods

Q37

How well prepared do you feel you are to teach the following science topics?

If a topic is not in the fourth-grade curriculum or you are not responsible for teaching this topic, please choose “Not applicable.”

Fill in only one circle for each row.


  • Not applicable

  • Very well prepared

  • Somewhat prepared

  • Not well prepared


Life Science

  1. Characteristics of living things and the major groups of living things (e.g., mammals, birds, insects, flowering plants)

  2. Major body structures and their functions in humans, other animals, and plants

  3. Life cycles of common plants and animals (e.g., humans, butterflies, frogs, flowering plants)

  4. Understanding that some characteristics are inherited and some are the result of the environment

  5. How physical features and behaviors help living things survive in their environments

  6. Relationships in communities and ecosystems (e.g., simple food chains, predator-prey relationships, human impacts on the environment)

  7. Human health (transmission and prevention of diseases, symptoms of health and illness, importance of a healthy diet and exercise)


Physical Science

  1. States of matter (solid, liquid, gas) and properties of the states of matter (volume, shape); how the state of matter changes by heating or cooling

  2. Classifying materials based on physical properties (e.g., weight/mass, volume, conducting heat, conducting electricity, magnetic attraction)

  3. Mixtures and how to separate a mixture into its components (e.g., sifting, filtering, evaporation, using a magnet)

  4. Chemical changes in everyday life (e.g., decaying, burning, rusting, cooking)

  5. Common sources of energy (e.g., the Sun, electricity, wind) and uses of energy (heating and cooling homes, providing light)

  6. Light and sound in everyday life (e.g., understanding shadows and reflection, understanding that vibrating objects make sound)

  7. Electricity and simple circuits (e.g., identifying materials that are conductors, recognizing that electricity can be changed to light or sound, knowing that a circuit must be complete to work correctly)

  8. Properties of magnets (e.g., knowing that like poles repel and opposite poles attract, recognizing that magnets can attract some objects)

  9. Forces that cause objects to move (e.g., gravity, pushing/pulling)


Earth Science

  1. Common features of the Earth’s landscape (e.g., mountains, plains, deserts, rivers, oceans) and their relationship to human use (farming, irrigation, land development)

  2. Where water is found on the Earth and how it moves in and out of the air (e.g., evaporation, rainfall, cloud formation, dew formation)

  3. Understanding that weather can change from day to day, from season to season, and by geographic location

  4. Understanding what fossils are and what they can tell us about past conditions on Earth

  5. Objects in the solar system (the Sun, the Earth, the Moon, and other planets) and their movements (the Earth and other planets revolve around the Sun, the Moon revolves around the Earth)

  6. Understanding how day and night result from the Earth’s rotation on its axis and how the Earth’s rotation results in changing shadows throughout the day

  7. Understanding how seasons are related to the Earth’s annual movement around the Sun


4. Revised Items

2015 MS Final U.S. Version

2019 FT Final U.S. Version

Item #

Original Item

Item #

Revised Item

Q11

Q13

Q14

Q15

Q16

Q17

Q19

Q20

Q21

Q22

Q23

Q24

Q25

Q26

Q28

Q30

Q31C

Q32

Q34


Q9

Q11

Q12

Q13

Q14

Q15

Q16

Q17

Q18

Q19

Q20

Q21

Q24

Q25

Q26

Q27

Q28C

Q29

Q31

Note: Renumbered items

Q7



How would you characterize each of the following within your school?

Fill in only one circle for each row.


  • Very high

  • High

  • Medium

  • Low

  • Very low


  1. Teachers’ understanding of the school’s curricular goals

  2. Teachers’ degree of success in implementing the school’s curriculum

  3. Teachers’ expectations for student achievement

  4. Teachers’ ability to inspire students

  5. Teachers working together to improve student achievement

  6. Parental involvement in school activities

  7. Parental commitment to ensure that students are ready to learn

  8. Parental expectations for student achievement

  9. Parental support for student achievement

  10. Parental pressure for the school to maintain high academic standards

  11. Students’ desire to do well in school

  12. Students’ ability to reach school’s academic goals

  13. Students’ respect for classmates who excel academically

  14. Collaboration between school leadership (including master teachers) and teachers to plan instruction

Q7

Note: Two answer dimensions removed


How would you characterize each of the following within your school?

Fill in only one circle for each row.


  • Very high

  • High

  • Medium

  • Low

  • Very low


  1. Teachers’ understanding of the school’s curricular goals

  2. Teachers’ degree of success in implementing the school’s curriculum

  3. Teachers’ expectations for student achievement

  4. Teachers’ ability to inspire students

  5. Parental involvement in school activities

  6. Parental commitment to ensure that students are ready to learn

  7. Parental expectations for student achievement

  8. Parental support for student achievement

  9. Students’ desire to do well in school

  10. Students’ ability to reach school’s academic goals

  11. Students’ respect for classmates who excel academically

  12. Collaboration between school leadership (including master teachers) and teachers to plan instruction

Q11



How often do you feel the following way about being a teacher?

Fill in only one circle for each row.


  • Very Often

  • Often

  • Sometimes

  • Never or almost never


  1. I am content with my profession as a teacher

  2. I am satisfied with being a teacher at this school

  3. I find my work full of meaning and purpose

  4. I am enthusiastic about my job

  5. My work inspires me

  6. I am proud of the work I do

  7. I am going to continue teaching for as long as I can

Q9

Note: Two answer dimensions removed


How often do you feel the following way about being a teacher?

Fill in only one circle for each row.


  • Very Often

  • Often

  • Sometimes

  • Never or almost never


  1. I am content with my profession as a teacher

  2. I find my work full of meaning and purpose

  3. I am enthusiastic about my job

  4. My work inspires me

  5. I am proud of the work I do


Q16




In your view, to what extent do the following limit how you teach this class?

Fill in only one circle for each row.


  • Not at all

  • Some

  • A lot


  1. Students lacking prerequisite knowledge or skills

  2. Students suffering from lack of basic nutrition

  3. Students suffering from not enough sleep

  4. Disruptive students

  5. Uninterested students

  6. Students with physical disabilities

  7. Students with mental, emotional, or psychological disabilities

Q14

Note: Two dimensions added, one removed, and two reworded.


In your view, to what extent do the following limit how you teach this class?

Fill in only one circle for each row.


  • Not at all

  • Some

  • A lot


  1. Students lacking prerequisite knowledge or skills

  2. Students suffering from lack of basic nutrition

  3. Students suffering from not enough sleep

  4. Students absent from class

  5. Disruptive students

  6. Uninterested students

  7. Students with mental, emotional, or psychological impairment

  8. Students with difficulties understanding the language of instruction

Q19






In teaching mathematics to this class, how often do you ask students to do the following?

Fill in only one circle for each row.


  • Every or almost every lesson

  • About half the lessons

  • Some lessons

  • Never


  1. Listen to me explain new mathematics content

  2. Listen to me explain how to solve problems

  3. Memorize rules, procedures, and facts

  4. Work problems (individually or with peers) with my guidance

  5. Work problems together in the whole class with direct guidance from me

  6. Work problems (individually or with peers) while I am occupied by other tasks

  7. Take a written test or quiz

  8. Work in mixed ability groups

  9. Work in same ability groups

Q16



Note: One answer dimension removed and one added


In teaching mathematics to this class, how often do you ask students to do the following?

Fill in only one circle for each row.


  • Every or almost every lesson

  • About half the lessons

  • Some lessons

  • Never


  1. Listen to me explain new mathematics content

  2. Listen to me explain how to solve problems

  3. Memorize rules, procedures, and facts

  4. Work problems (individually or with peers) with my guidance

  5. Work problems together in the whole class with direct guidance from me

  6. Work problems (individually or with peers) while I am occupied by other tasks

  7. Work on problems for which there is no immediately obvious method of solution

  8. Work in mixed ability groups

  9. Work in same ability groups

Q21C




If Yes,

How often do you have the students do the following activities on computers during mathematics lessons?

Fill in only one circle for each row.


  • Every or almost every day

  • Once or twice a week

  • Once or twice a month

  • Never or almost never


  1. Explore mathematics principles and concepts

  2. Practice skills and procedures

  3. Look up ideas and information

Q18C

Note: Reworded stem, removed one answer dimension, and added two new dimensions.


How often do you have the students do the following activities on computers during mathematics lessons?

Fill in only one circle for each row.


  • Every or almost every day

  • Once or twice a week

  • Once or twice a month

  • Never or almost never


  1. Practice skills and procedures

  2. Look up ideas and information

  3. Create data displays (e.g., charts, graphs)

  4. Watch videos to learn how to solve problems

Q22




The following list includes the main topics addressed by the TIMSS mathematics test. Choose the response that best describes when the students in this class have been taught each topic. If a topic was in the curriculum before the fourth grade, please choose “Mostly taught before this year.” If a topic was taught half this year but not yet completed, please choose “Mostly taught this year.” If a topic is not in the curriculum, please choose “Not yet taught or just introduced.”

Fill in only one circle for each row.


  • Mostly taught before this year

  • Mostly taught this year

  • Not yet taught or just introduced


Number

  1. Concepts of whole numbers, including place value and ordering

  2. Adding, subtracting, multiplying, and/or dividing with whole numbers

  3. Concepts of multiples and factors; odd and even numbers

  4. Concepts of fractions (fractions as parts of a whole or of a collection, or as a location on a number line)

  5. Adding and subtracting with fractions, comparing and ordering fractions

  6. Concepts of decimals, including place value and ordering, adding and subtracting with decimals

  7. Number sentences (finding the missing number, modeling simple situations with number sentences)

  8. Number patterns (extending number patterns and finding missing terms)


Geometric Shapes and Measures

  1. Lines: measuring, estimating length of; parallel and perpendicular lines

  2. Comparing and drawing angles

  3. Using informal coordinate systems to locate points in a plane (e.g., in square B4)

  4. Elementary properties of common geometric shapes

  5. Reflections and rotations

  6. Relationships between two-dimensional and three-dimensional shapes

  7. Finding and estimating areas, perimeters, and volumes


Data Display

  1. Reading and representing data from tables, pictographs, bar graphs, or pie charts

  2. Drawing conclusions from data displays

Q19

Note: Answer dimensions and dimensions sections added, removed, and reworded.


The following list includes the main topics addressed by the TIMSS mathematics test. Choose the response that best describes when the students in this class have been taught each topic. If a topic was in the curriculum before the fourth grade, please choose “Mostly taught before this year.” If a topic was taught half this year but not yet completed, please choose “Mostly taught this year.” If a topic is not in the curriculum, please choose “Not yet taught or just introduced.”

Fill in only one circle for each row.


  • Mostly taught before this year

  • Mostly taught this year

  • Not yet taught or just introduced


Number

  1. Concepts of whole numbers, including place value and ordering

  2. Adding, subtracting, multiplying, and dividing with whole numbers

  3. Concepts of multiples and factors; odd and even numbers

  4. Number sentences (finding the missing number, representing problem situations with number sentences)

  5. Number patterns (extending number patterns and finding missing terms)

  6. Concepts of fractions, including representing, comparing and ordering, adding and subtracting simple fractions

  7. Concepts of decimals, including place value and ordering, adding and subtracting with decimals


Measurement and Geometry

  1. Solving problems involving length, including measuring and estimating

  2. Solving problems involving mass, volume, and time

  3. Finding and estimating perimeter, area, and volume

  4. Parallel and perpendicular lines

  5. Comparing and drawing angles

  6. Elementary properties of common geometric shapes

  7. Three-dimensional shapes, including relationships with their two-dimensional representations


Data

  1. Reading and interpreting data from tables, pictographs, bar graphs, line graphs, and pie charts

  2. Organizing and representing data to help answer questions

  3. Drawing conclusions from data displays

Q24




How much emphasis do you place on the following sources to monitor students’ progress in mathematics?

Fill in only one circle for each row.


  • Major emphasis

  • Some emphasis

  • Little or no emphasis


  1. Assessment of students’ ongoing work

  2. Classroom tests (for example, teacher-made or textbook tests)

  3. National or regional achievement tests

Q21

Note: Item stem reworded, categories changed, and dimensions reworded, added, removed.


How much importance do you place on the following assessment strategies in mathematics?

Fill in only one circle for each row.


  • Major

  • Some

  • Little

  • None


  1. Observing students as they work

  2. Asking students to answer questions during class

  3. Short, regular written assessments

  4. Longer tests (e.g., unit tests or exams)

  5. Long-term projects

Q30



In teaching science to the students in this class, how often do you ask them to do the following?

Fill in only one circle for each row.


  • Every or almost every lesson

  • About half the lessons

  • Some lessons

  • Never


  1. Listen to me explain new science content

  2. Observe natural phenomena such as the weather or a plant growing and describe what they see

  3. Watch me demonstrate an experiment or investigation

  4. Design or plan experiments or investigations

  5. Conduct experiments or investigations

  6. Present data from experiments or investigations

  7. Interpret data from experiments or investigations

  8. Use evidence from experiments or investigations to support conclusions

  9. Read their textbooks or other resource materials

  10. Have students memorize facts and principles

  11. Do field work outside the class

  12. Take a written test or quiz

  13. Work in mixed ability groups

  14. Work in same ability groups

Q27

Note: Removed one dimension


In teaching science to the students in this class, how often do you ask them to do the following?

Fill in only one circle for each row.


  • Every or almost every lesson

  • About half the lessons

  • Some lessons

  • Never


  1. Listen to me explain new science content

  2. Observe natural phenomena such as the weather or a plant growing and describe what they see

  3. Watch me demonstrate an experiment or investigation

  4. Design or plan experiments or investigations

  5. Conduct experiments or investigations

  6. Present data from experiments or investigations

  7. Interpret data from experiments or investigations

  8. Use evidence from experiments or investigations to support conclusions

  9. Read their textbooks or other resource materials

  10. Have students memorize facts and principles

  11. Do field work outside the class

  12. Work in mixed ability groups

  13. Work in same ability groups

Q31C




If Yes,

How often do you have the students do the following activities on computers during science lessons?

Fill in only one circle for each row.


  • Every or almost every day

  • Once or twice a week

  • Once or twice a month

  • Never or almost never


  1. Practice skills and procedures

  2. Look up ideas and information

  3. Do scientific procedures or experiments

  4. Study natural phenomena through simulations

Q28C

Note: Modified stem wording and added one dimension



How often do you have the students do the following activities on computers during science lessons?

Fill in only one circle for each row.


  • Every or almost every day

  • Once or twice a week

  • Once or twice a month

  • Never or almost never


  1. Practice skills and procedures

  2. Look up ideas and information

  3. Do scientific procedures or experiments

  4. Study natural phenomena through simulations

  5. Prepare reports and presentations

Q32




The following list includes the main topics addressed by the TIMSS science test. Choose the response that best describes when the students in this class have been taught each topic. If a topic was in the curriculum before the fourth grade, please choose “Mostly taught before this year.” If a topic was taught half this year but not yet completed, please choose “Mostly taught this year.” If a topic is not in the curriculum, please choose “Not yet taught or just introduced.”

Fill in only one circle for each row.


  • Mostly taught before this year

  • Mostly taught this year

  • Not yet taught or just introduced


Life Science

  1. Characteristics of living things and the major groups of living things (e.g., mammals, birds, insects, flowering plants)

  2. Major body structures and their functions in humans, other animals, and plants

  3. Life cycles of common plants and animals (e.g., humans, butterflies, frogs, flowering plants)

  4. Understanding that some characteristics are inherited and some are the result of the environment

  5. How physical features and behaviors help living things survive in their environments

  6. Relationships in communities and ecosystems (e.g., simple food chains, predator-prey relationships, human impacts on the environment)

  7. Human health (transmission and prevention of diseases, symptoms of health and illness, importance of a healthy diet and exercise)


Physical Science

  1. States of matter (solid, liquid, gas) and properties of the states of matter (volume, shape); how the state of matter changes by heating or cooling

  2. Classifying materials based on physical properties (e.g., weight/mass, volume, conducting heat, conducting electricity, magnetic attraction)

  3. Mixtures and how to separate a mixture into its components (e.g., sifting, filtering, evaporation, using a magnet)

  4. Chemical changes in everyday life (e.g., decaying, burning, rusting, cooking)

  5. Common sources of energy (e.g., the Sun, electricity, wind) and uses of energy (heating and cooling homes, providing light)

  6. Light and sound in everyday life (e.g., understanding shadows and reflection, understanding that vibrating objects make sound)

  7. Electricity and simple circuits (e.g., identifying materials that are conductors, recognizing that electricity can be changed to light or sound, knowing that a circuit must be complete to work correctly)

  8. Properties of magnets (e.g., knowing that like poles repel and opposite poles attract, recognizing that magnets can attract some objects)

  9. Forces that cause objects to move (e.g., gravity, pushing/pulling)



Earth Science

  1. Common features of the Earth’s landscape (e.g., mountains, plains, deserts, rivers, oceans) and their relationship to human use (farming, irrigation, land development)

  2. Where water is found on the Earth and how it moves in and out of the air (e.g., evaporation, rainfall, cloud formation, dew formation)

  3. Understanding that weather can change from day to day, from season to season, and by geographic location

  4. Understanding what fossils are and what they can tell us about past conditions on Earth

  5. Objects in the solar system (the Sun, the Earth, the Moon, and other planets) and their movements (the Earth and other planets revolve around the Sun, the Moon revolves around the Earth)

  6. Understanding how day and night result from the Earth’s rotation on its axis and how the Earth’s rotation results in changing shadows throughout the day

  7. Understanding how seasons are related to the Earth’s annual movement around the Sun

Q29

Note: Several dimensions were added, removed, and reworded.


The following list includes the main topics addressed by the TIMSS science test. Choose the response that best describes when the students in this class have been taught each topic. If a topic was in the curriculum before the fourth grade, please choose “Mostly taught before this year.” If a topic was taught half this year but not yet completed, please choose “Mostly taught this year.” If a topic is not in the curriculum, please choose “Not yet taught or just introduced.”

Fill in only one circle for each row.


  • Mostly taught before this year

  • Mostly taught this year

  • Not yet taught or just introduced


Life Science

  1. Physical and behavioral characteristics of living things and major groups of living things (e.g., mammals, birds, insects, flowering plants)

  2. Major body structures and their functions in humans, other animals, and plants

  3. Life cycles of common plants and animals (e.g., flowering plants, butterflies, frogs)

  4. Characteristics of plants and animals that are inherited

  5. Interactions between organisms and their environments (e.g., physical features and behaviors that help living things survive in their environments)

  6. Relationships in ecosystems (e.g., simple food chains, predator-prey relationships, competition)

  7. Human health (transmission and prevention of diseases, everyday behaviors that promote good health)


Physical Science

  1. States of matter (solid, liquid, gas) and their properties (volume, shape)

  2. Classifying materials based on physical properties (e.g., weight/mass, volume, state of matter, conductivity of heat or electricity)

  3. Mixtures, including methods for separating a mixture into its components (e.g., sifting, filtering, evaporation, using a magnet)

  4. Properties of magnets (e.g., like poles repel and opposite poles attract, magnets can attract some objects)

  5. Physical changes in everyday life (e.g., changes of state, dissolving)

  6. Chemical changes in everyday life (e.g., decaying, burning, rusting, cooking)

  7. Common sources of energy (e.g., the Sun, wind, oil) and uses of energy (heating and cooling homes, providing light)

  8. Light and sound in everyday life (e.g., shadows and reflections, vibrating objects make sound)

  9. Heat transfer (e.g., energy flows from a hot object to a colder object)

  10. Electricity and simple electrical circuits (e.g., a circuit must be complete to work correctly)

  11. Forces that cause objects to move (e.g., gravity, pushing/pulling) or change their motion (e.g., friction)

  12. Simple machines (e.g., levers, pulleys, wheels, ramps) that help make motion easier


Earth Science

  1. Physical makeup of Earth’s surface (e.g., land and water in unequal proportions, sources of fresh and salt water)

  2. Earth’s resources used in everyday life (e.g., water, wind, soil, forests, oil, natural gas, minerals)

  3. Changes in Earth’s surface over time (e.g., mountain building, weathering, erosion)

  4. Fossils and what they can tell us about past conditions on Earth

  5. Weather and climate (e.g., daily, seasonal, and locational variations versus long term trends)

  6. Objects in the Solar System (the Sun, the Earth, the Moon, and other planets) and their movements

  7. Earth’s motion and related patterns observed on Earth (e.g., day and night, seasons)

Q34




How much emphasis do you place on the following sources to monitor students’ progress in science?

Fill in only one circle for each row.


  • Major emphasis

  • Some emphasis

  • Little or no emphasis


  1. Assessment of students’ ongoing work

  2. Classroom tests (for example, teacher-made or textbook tests)

  3. National or regional achievement tests

Q31

Note: Item stem reworded, categories changed, and dimensions reworded, added, removed.


How much importance do you place on the following assessment strategies in science?

Fill in only one circle for each row.


  • Major

  • Some

  • Little

  • None


  1. Observing students as they work

  2. Asking students to answer questions during class

  3. Short, regular written assessments

  4. Longer tests (e.g., unit tests or exams)

  5. Long-term projects



C. Student Questionnaire – Grade 4


1. New Adaptation of all items (not already included in the U.S. 2015 main study version)

TIMSS 2019 U.S. Field Test (final)

2015 U.S. adaptation

2019 Field Test U.S. adaptation

Item(s)


Your school has agreed to participate in TIMSS 2015 (Trends in International Mathematics and Science Study), an educational research project sponsored by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS measures trends in student achievement in mathematics and science and studies differences in national education systems in almost 60 countries in order to help improve teaching and learning worldwide.

Your school has agreed to participate in TIMSS 2019 (Trends in International Mathematics and Science Study), an educational research project sponsored by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS measures trends in student achievement in mathematics and science and studies differences in national education systems in almost 60 countries in order to help improve teaching and learning worldwide.

Note: Year updated




OMB No. 1850-0695, Approval Expires 1/31/2021

Note: Updated OMB date





3. Deleted Items (entire stem)

Item Number

Deleted Text/Item

Q13

How often do you use a computer or tablet in each of these places for schoolwork (including classroom tasks, homework, studying outside of class)?

Fill in only one circle for each row.


  • Every day or almost every day

  • Once or twice a week

  • Once or twice a month

  • Never or almost never


  1. At home

  2. At school

  3. Some other place



4. Revised Items

2015 MS Final U.S. Version

2019 FT Final U.S. Version

Item #

Original Item

Item #

Revised Item

Q14

Q15

Q16

Q17

Q18

Q19

Q20

Q21

Q22

Q23

Q24


Q13

Q14

Q15

Q16

Q17

Q18

Q19

Q20

Q21

Q22

Q23

Note: Renumbered items

Q3



How often do you speak English at home?

Fill in one circle only.


  • I always speak English at home

If Always, please go to question 4.

  • I almost always speak English at home

  • I sometimes speak English and sometimes speak another language at home

  • I never speak English at home



Q3

Note: Added clarifying instructions


How often do you speak English at home?

Fill in one circle only.


  • I always speak English at home

If Always, please go to question 4.

  • I almost always speak English at home

  • I sometimes speak English and sometimes speak another language at home

  • I never speak English at home


If Almost always, Sometimes, Never, please go to question 3B

Q5




Do you have any of these things at your home?

Fill in only one circle for each row.


  • Yes

  • No


  1. A computer or tablet of your own

  2. A computer or tablet that is shared with other people at home

  3. Study desk/table for your use

  4. Your own room

  5. Internet connection

  6. Your own mobile phone

  7. A gaming system (e.g., PlayStation, Wii, Xbox)

  8. VCR, DVD, or Blu-ray player

Q5

Note: Some answer dimensions reworded and one dimension added.


Do you have any of these things at your home?

Fill in only one circle for each row.


  • Yes

  • No


  1. A computer or tablet

  2. Study desk/table for your use

  3. Your own room

  4. Internet connection

  5. Your own mobile phone

  6. A gaming system (e.g., PlayStation, Wii, Xbox)

  7. VCR, DVD, or Blu-ray player

Q6A

Q6B




Was your mother (or stepmother or female legal guardian) born in the United States? (“United States” includes the 50 states, its territories, the District of Columbia, and U.S. military bases abroad)

Fill in one circle only.


  • Yes

  • No

  • I don't know


Was your father (or stepfather or male legal guardian) born in the United States?

Fill in one circle only.


  • Yes

  • No

  • I don't know


Q6

Q6A

Q6B

Note: Item stem and dimensions reworded and combined into one question with parts A and B.


The following question is about your Parent/Guardian A and Parent/Guardian B. If you have only one parent/guardian, answer for Parent/Guardian A. If you have two parents/guardians, choose one for Parent/Guardian A and the other for Parent/Guardian B. Were your parents/guardians born in the United States? (“United States” includes the 50 states, its territories, the District of Columbia, and U.S. military bases abroad)

Fill in one circle only.


  • Yes

  • No

  • I don’t know

  • Not applicable


  1. Parent/Guardian A

  2. Parent/Guardian B

Q11A



About how often are you absent from school?

Fill in one circle only.


  • Once a week or more

  • Once every two weeks

  • Once a month

  • Never or almost never

Q11A

Note: One answer dimension added.


About how often are you absent from school?

Fill in one circle only.


  • Once a week

  • Once every two weeks

  • Once a month

  • Once every two months

  • Never or almost never

Q12




How often do you eat breakfast on school days?

Fill in one circle only.


  • Every day

  • Most days

  • Sometimes

  • Never or almost never

Q12

Note: Item stem reworded and answer dimensions added.


How often do you feel this way when you arrive at school?

Fill in one circle only.


  • Every day

  • Almost every day

  • Sometimes

  • Never


  1. I feel tired

  2. I feel hungry

Q14



What do you think about your school? Tell how much you agree with these statements.

Fill in only one circle for each row.

  • Agree a lot

  • Agree a little

  • Disagree a little

  • Disagree a lot


  1. I like being in school

  2. I feel safe when I am at school

  3. I feel like I belong at this school

  4. I like to see my classmates at school

  5. Teachers at my school are fair to me

  6. I am proud to go to this school

  7. I learn a lot in school

Q13

Note: Two answer dimensions added


What do you think about your school? Tell how much you agree with these statements.

Fill in only one circle for each row.


  • Agree a lot

  • Agree a little

  • Disagree a little

  • Disagree a lot


  1. I like being in school

  2. I feel safe when I am at school

  3. I feel like I belong at this school

  4. Teachers at my school are fair to me

  5. I am proud to go to this school

Q15



During this school year, how often have other students from your school done any of the following things to you (including through texting or the Internet)?

Fill in only one circle for each row.


  • At least once a week

  • Once or twice a month

  • A few times a year

  • Never


  1. Made fun of me or called me names

  2. Left me out of their games or activities

  3. Spread lies about me

  4. Stole something from me

  5. Hit or hurt me (e.g., shoving, hitting, kicking)

  6. Made me do things I didn’t want to do

  7. Shared embarrassing information about me

  8. Threatened me

Q14

Note: Added one dimension


During this school year, how often have other students from your school done any of the following things to you (including through texting or the Internet)?

Fill in only one circle for each row.


  • At least once a week

  • Once or twice a month

  • A few times a year

  • Never


  1. Made fun of me or called me names

  2. Left me out of their games or activities

  3. Spread lies about me

  4. Stole something from me

  5. Damaged something of mine on purpose

  6. Hit or hurt me (e.g., shoving, hitting, kicking)

  7. Made me do things I didn’t want to do

  8. Shared embarrassing information about me

  9. Threatened me

Q17



How much do you agree with these statements about your mathematics lessons?

Fill in only one circle for each row.


  • Agree a lot

  • Agree a little

  • Disagree a little

  • Disagree a lot


  1. I know what my teacher expects me to do

  2. My teacher is easy to understand

  3. I am interested in what my teacher says

  4. My teacher gives me interesting things to do

  5. My teacher has clear answers to my questions

  6. My teacher is good at explaining mathematics

  7. My teacher lets me show what I have learned

  8. My teacher does a variety of things to help us learn

  9. My teacher tells me how to do better when I make a mistake

  10. My teacher listens to what I have to say

Q16

Note: Deleted one dimension and added three.


How much do you agree with these statements about your mathematics lessons?

Fill in only one circle for each row.


  • Agree a lot

  • Agree a little

  • Disagree a little

  • Disagree a lot


  1. I know what my teacher expects me to do

  2. My teacher is easy to understand

  3. My teacher gives me interesting things to do

  4. My teacher has clear answers to my questions

  5. My teacher is good at explaining mathematics

  6. My teacher lets me show what I have learned

  7. My teacher does a variety of things to help us learn

  8. My teacher tells me how to do better when I make a mistake

  9. My teacher listens to what I have to say

  10. My teacher explains a topic again when we don’t understand

  11. My teacher lets me explain why my answer is correct

  12. My teacher asks me to work on mathematics problems on my own

Q20


How much do you agree with these statements about your science lessons?

Fill in only one circle for each row.


  • Agree a lot

  • Agree a little

  • Disagree a little

  • Disagree a lot


  1. I know what my teacher expects me to do

  2. My teacher is easy to understand

  3. I am interested in what my teacher says

  4. My teacher gives me interesting things to do

  5. My teacher has clear answers to my questions

  6. My teacher is good at explaining science

  7. My teacher lets me show what I have learned

  8. My teacher does a variety of things to help us learn

  9. My teacher tells me how to do better when I make a mistake

  10. My teacher listens to what I have to say

Q19

Note: Deleted one dimension and added three.



How much do you agree with these statements about your science lessons?

Fill in only one circle for each row.


  • Agree a lot

  • Agree a little

  • Disagree a little

  • Disagree a lot


  1. I know what my teacher expects me to do

  2. My teacher is easy to understand

  3. My teacher gives me interesting things to do

  4. My teacher has clear answers to my questions

  5. My teacher is good at explaining science

  6. My teacher lets me show what I have learned

  7. My teacher does a variety of things to help us learn

  8. My teacher tells me how to do better when I make a mistake

  9. My teacher listens to what I have to say

  10. My teacher explains a topic again when we don’t understand

  11. My teacher lets me explain why my answer is correct

  12. My teacher helps me learn science facts

  13. My teacher helps me do science experiments




D. Principal Questionnaire – Grade 8


1. New Adaptations of all items (not already included in the U.S. 2015 main study version)

TIMSS 2019 U.S. Field Test (final)

2015 U.S. adaptation

2019 Field Test U.S. adaptation

Item(s)

Your school has agreed to participate in TIMSS 2015 (Trends in International Mathematics and Science Study), an educational research project sponsored by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS measures trends in student achievement in mathematics and science and studies differences in national education systems in almost 60 countries in order to help improve teaching and learning worldwide.

Your school has agreed to participate in TIMSS 2019 (Trends in International Mathematics and Science Study), an educational research project sponsored by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS measures trends in student achievement in mathematics and science and studies differences in national education systems in almost 60 countries in order to help improve teaching and learning worldwide.

Note: Year updated



OMB No. 1850-0695, Approval Expires 1/31/2021

Note: Updated OMB date

Q1

What is the total enrollment of students in your school as of March 1, 2015?

_____________ students

Write in the number.


Q1

What is the total enrollment of students in your school as of March 1, 2018?

_____________ students

Write in the number.


Note: Updated date.

Q2

What is the total enrollment of eighth-grade students in your school as of March 1, 2015?

_____________ students

Write in the number.


Q2

What is the total enrollment of eighth-grade students in your school as of March 1, 2018?

_____________ students

Write in the number.


Note: Updated date.

Q4

Around the 1st of October 2014, what percentage of students at this school were eligible to receive free or reduced-price lunches through the National School Lunch Program?

_________ percentage of students

Write in the number.


Q4

Around the 1st of October 2017, what percentage of students at this school were eligible to receive free or reduced-price lunches through the National School Lunch Program?

_________ percentage of students

Write in the number.


Note: Updated date





2. New Items

Item #

Added Text/Item

Q14


Does your school provide students access to digital learning resources (e.g., books, videos)?

Fill in one circle only.

  • Yes

  • No

Q17

How much do you agree with these statements about mathematics and science education within your school?

Fill in one circle for each row.

  • Agree a lot

  • Agree a little

  • Disagree a little

  • Disagree a lot


  1. The school provides students with information about career options in mathematics and science

  2. The school has initiatives to promote student interest in mathematics and science (e.g., student clubs, competitions)

  3. The school promotes professional development for teachers of mathematics and science

  4. The school provides extra lessons to help students excel in mathematics and science

  5. The school provides special activities in mathematics and science for interested students

  6. The school has a specific goal to improve mathematics and science education

  7. The school encourages students to continue studying mathematics and science in the future

  8. Mathematics and science teachers in this school spend extra time working with students interested in mathematics and science


3. Deleted Items (entire stem)

Item Number

Deleted Item

Q10

Does your school provide free meals for students?

Fill in one circle for each row.


  • Yes, for all students

  • Yes, for some students

  • No


  1. Breakfast

  2. Lunch


Q12A

Does your school provide a place where students can work on their schoolwork before or after school?

Fill in one circle only.


  • Yes

  • No

  • (If No, go to #13)

Q12B

If Yes,

Is someone available to assist them with their schoolwork?

Fill in one circle only.


  • Yes

  • No


Q22

How difficult was it to fill eighth grade teaching vacancies for this school year for the following subjects?

Fill in one circle for each row.


  • Were no vacancies in this subject

  • Easy to fill vacancies

  • Somewhat difficult

  • Very difficult


  1. Mathematics

  2. Science

  3. Other

Q23

Does your school currently use any incentives (e.g., pay, housing, signing bonus, smaller classes) to recruit or retain eighth-grade teachers in the following fields?

Fill in one circle for each row.


  • Yes

  • No


  1. Mathematics

  2. Science

  3. Other


4. Revised Items

2015 MS Final U.S. Version

2019 FT Final U.S. Version

Item #

Item

Item #

Revised Item

Q11

Q14

Q15

Q16

Q17

Q18

Q19

Q24

Q25

Q26

Q27

Q28


Q10

Q11

Q12

Q13

Q15

Q16

Q18

Q19

Q22

Q23

Q24

Q25

Note: Renumbered items

Q13A

Q13B


If Yes,

Approximately how many books (print and digital) with different titles does your school library have (exclude magazines and periodicals)?

Fill in one circle for each column.

  1. Print

  • 250 or fewer

  • 251–500

  • 501–2,000

  • 2,001–5,000

  • 5,001–10,000

  • More than 10,000


  1. Digital

  • 0

  • 1–5

  • 6–10

  • 11–30

  • 31 or more


Q13A

Q13B

Note: Question stem structure removed part of the question.



If Yes,

Approximately how many books (print) with different titles does your school library have (exclude magazines and periodicals)?

Fill in one circle only.


  • 250 or fewer

  • 251–500

  • 501–2,000

  • 2,001–5,000

  • 5,001–10,000

  • More than 10,000


Approximately how many titles of magazines and other periodicals (print) does your school library have?

Fill in one circle only.

  • 0

  • 1–5

  • 6–10

  • 11–30

  • 31 or more


Q18



How would you characterize each of the following within your school?

Fill in one circle for each row.


  • Very high

  • High

  • Medium

  • Low

  • Very low


  1. Teachers’ understanding of the school’s curricular goals

  2. Teachers’ degree of success in implementing the school’s curriculum

  3. Teachers’ expectations for student achievement

  4. Teachers working together to improve student achievement

  5. Teachers’ ability to inspire students

  6. Parental involvement in school activities

  7. Parental commitment to ensure that students are ready to learn

  8. Parental expectations for student achievement

  9. Parental support for student achievement

  10. Parental pressure for the school to maintain high academic standards

  11. Students’ desire to do well in school

  12. Students’ ability to reach school’s academic goals

  13. Students’ respect for classmates who excel in school

Q16

Note: Two dimensions removed


How would you characterize each of the following within your school?

Fill in one circle for each row.


  • Very high

  • High

  • Medium

  • Low

  • Very low


  1. Teachers’ understanding of the school’s curricular goals

  2. Teachers’ degree of success in implementing the school’s curriculum

  3. Teachers’ expectations for student achievement

  4. Teachers’ ability to inspire students

  5. Parental involvement in school activities

  6. Parental commitment to ensure that students are ready to learn

  7. Parental expectations for student achievement

  8. Parental support for student achievement

  9. Students’ desire to do well in school

  10. Students’ ability to reach school’s academic goals

  11. Students’ respect for classmates who excel in school

Q28



Do you hold the following qualifications or credentials in educational leadership?

Fill in one circle for each row.


  • Yes

  • No


  1. Master's degree or professional degree (MD, DDS, lawyer, minister)

  2. Doctorate (Ph.D. or Ed.D.)

Q25

Note: One dimension added


Do you hold the following qualifications or credentials in educational leadership?

Fill in one circle for each row.


  • Yes

  • No


  1. Principal Certification

  2. Master's degree or professional degree (MD, DDS, lawyer, minister)

  3. Doctorate (Ph.D., Ed.D.)



E. Teacher Math Questionnaire – Grade 8


1. New Adaptations of all items (not already included in the U.S. 2015 main study version)

TIMSS 2019 U.S. Field Test (final)

2015 U.S. adaptation

2019 Field Test U.S. adaptation

Item(s)

Your school has agreed to participate in TIMSS 2015 (Trends in International Mathematics and Science Study), an educational research project sponsored by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS measures trends in student achievement in mathematics and science and studies differences in national education systems in almost 60 countries in order to help improve teaching and learning worldwide.

Your school has agreed to participate in TIMSS 2019 (Trends in International Mathematics and Science Study), an educational research project sponsored by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS measures trends in student achievement in mathematics and science and studies differences in national education systems in almost 60 countries in order to help improve teaching and learning worldwide.

Note: Year updated



OMB No. 1850-0695, Approval Expires 1/31/2021

Note: Updated OMB date



2. New Items

Item #

Added Text/Item

Q23

About how often do eighth-grade students in this class take mathematics tests on computers or tablets?

Fill in one circle only.

  • More than once a month

  • Once a month

  • Twice a year

  • Once a year or less

  • Never

Q24

To what extent do you depend on assessment results?

Fill in only one circle for each row.


  • A lot

  • Some

  • A little

  • None


  1. To modify your instruction

  2. To give grades

  3. To report to parents

  4. To determine the learning needs of each student



3. Deleted Items (entire stem)

Item #

Deleted Text/Item

Q9

In your current school, how severe is each problem?

Fill in only one circle for each row.


  • Not a problem

  • Minor problem

  • Moderate problem

  • Serious problem


  1. The school building needs significant repair

  2. Teachers do not have adequate workspace (e.g., for preparation, collaboration, or meeting with students)

  3. Teachers do not have adequate instructional materials and supplies

  4. The school classrooms are not cleaned often enough

  5. The school classrooms need maintenance work

  6. Teachers do not have adequate technological resources

  7. Teachers do not have adequate support for using technology

Q10

How often do you have the following types of interactions with other teachers?

Fill in only one circle for each row.


  • Very Often

  • Often

  • Sometimes

  • Never or almost never


  1. Discuss how to teach a particular topic

  2. Collaborate in planning and preparing instructional materials

  3. Share what I have learned about my teaching experiences

  4. Visit another classroom to learn more about teaching

  5. Work together to try out new ideas

  6. Work as a group on implementing the curriculum

  7. Work with teachers from other grades to ensure continuity in learning

Q18

In teaching mathematics to this class, how would you characterize your confidence in doing the following?

Fill in only one circle for each row.


  • Very high

  • High

  • Medium

  • Low


  1. Inspiring students to learn mathematics

  2. Showing students a variety of problem solving strategies

  3. Providing challenging tasks for the highest achieving students

  4. Adapting my teaching to engage students’ interest

  5. Helping students appreciate the value of learning mathematics

  6. Assessing student comprehension of mathematics

  7. Improving the understanding of struggling students

  8. Making mathematics relevant to students

  9. Developing students’ higher-order thinking skills

Q21B

If Yes,

How often do students in this class use calculators in their mathematics lessons for the following activities?

Fill in only one circle for each row.


  • Every or almost every lesson

  • About half the lessons

  • Some lessons

  • Never


  1. Check answers

  2. Do routine computations

  3. Solve complex problems

  4. Explore number concepts

Q28

How well prepared do you feel you are to teach the following mathematics topics?

If a topic is not in the eighth-grade curriculum or you are not responsible for teaching this topic, please choose “Not applicable.”

Fill in only one circle for each row.


  • Not applicable

  • Very well prepared

  • Somewhat prepared

  • Not well prepared


Number

  1. Computing with whole numbers

  2. Comparing and ordering rational numbers

  3. Computing with rational numbers (fractions, decimals, and integers)

  4. Concepts of irrational numbers

  5. Problem solving involving percents or proportions


Algebra

  1. Simplifying and evaluating algebraic expressions

  2. Simple linear equations and inequalities

  3. Simultaneous (two variables) equations

  4. Numeric, algebraic, and geometric patterns or sequences (extension, missing terms, generalization of patterns)

  5. Representation of functions as ordered pairs, tables, graphs, words, or equations

  6. Properties of functions (slopes, intercepts, etc.)


Geometry

  1. Geometric properties of angles and geometric shapes (triangles, quadrilaterals, and other common polygons)

  2. Congruent figures and similar triangles

  3. Relationship between three-dimensional shapes and their two-dimensional representations

  4. Using appropriate measurement formulas for perimeters, circumferences, areas, surface areas, and volumes

  5. Points on the Cartesian plane

  6. Translation, reflection, and rotation


Data and Chance

  1. Characteristics of data sets (mean, median, mode, and shape of distributions)

  2. Interpreting data sets (e.g., draw conclusions, make predictions, and estimate values between and beyond given data points)

  3. Judging, predicting, and determining the chances of possible outcomes


4. Revised Items

2015 MS Final U.S. Version

2019 FT Final U.S. Version

Item #

Original Item

Item #

Revised Item

Q11

Q12

Q13

Q14

Q15

Q16

Q17

Q19

Q20

Q21

Q22

Q23

Q24

Q25

Q26

Q27


Q9

Q10

Q11

Q12

Q13

Q14

Q15

Q16

Q17

Q18

Q19

Q20

Q21

Q22

Q25

Q26

Note: Renumbered items

Q7



How would you characterize each of the following within your school?

Fill in only one circle for each row.


  • Very high

  • High

  • Medium

  • Low

  • Very low


  1. Teachers’ understanding of the school’s curricular goals

  2. Teachers’ degree of success in implementing the school’s curriculum

  3. Teachers’ expectations for student achievement

  4. Teachers’ ability to inspire students

  5. Teachers working together to improve student achievement

  6. Parental involvement in school activities

  7. Parental commitment to ensure that students are ready to learn

  8. Parental expectations for student achievement

  9. Parental support for student achievement

  10. Parental pressure for the school to maintain high academic standards

  11. Students’ desire to do well in school

  12. Students’ ability to reach school’s academic goals

  13. Students’ respect for classmates who excel academically

  14. Clarity of the school’s educational objectives

  15. Collaboration between school leadership and teachers to plan instruction

  16. Amount of instructional support provided to teachers by school leadership

  17. School leadership’s support for teachers’ professional development

Q7

Note: Five answer dimensions removed


How would you characterize each of the following within your school?

Fill in only one circle for each row.


  • Very high

  • High

  • Medium

  • Low

  • Very low


  1. Teachers’ understanding of the school’s curricular goals

  2. Teachers’ degree of success in implementing the school’s curriculum

  3. Teachers’ expectations for student achievement

  4. Teachers’ ability to inspire students

  5. Parental involvement in school activities

  6. Parental commitment to ensure that students are ready to learn

  7. Parental expectations for student achievement

  8. Parental support for student achievement

  9. Students’ desire to do well in school

  10. Students’ ability to reach school’s academic goals

  11. Students’ respect for classmates who excel academically

  12. Collaboration between school leadership (including master teachers) and teachers to plan instruction

Q11



How often do you feel the following way about being a teacher?

Fill in only one circle for each row.


  • Very Often

  • Often

  • Sometimes

  • Never or almost never


  1. I am content with my profession as a teacher

  2. I am satisfied with being a teacher at this school

  3. I find my work full of meaning and purpose

  4. I am enthusiastic about my job

  5. My work inspires me

  6. I am proud of the work I do

  7. I am going to continue teaching for as long as I can

Q9

Note: Two answer dimensions removed


How often do you feel the following way about being a teacher?

Fill in only one circle for each row.


  • Very Often

  • Often

  • Sometimes

  • Never or almost never


  1. I am content with my profession as a teacher

  2. I find my work full of meaning and purpose

  3. I am enthusiastic about my job

  4. My work inspires me

  5. I am proud of the work I do


Q16




In your view, to what extent do the following limit how you teach this class?

Fill in only one circle for each row.


  • Not at all

  • Some

  • A lot


  1. Students lacking prerequisite knowledge or skills

  2. Students suffering from lack of basic nutrition

  3. Students suffering from not enough sleep

  4. Disruptive students

  5. Uninterested students

  6. Students with physical disabilities

  7. Students with mental, emotional, or psychological disabilities

Q14

Note: Two dimensions added, one removed, and two reworded.


In your view, to what extent do the following limit how you teach this class?

Fill in only one circle for each row.


  • Not at all

  • Some

  • A lot


  1. Students lacking prerequisite knowledge or skills

  2. Students suffering from lack of basic nutrition

  3. Students suffering from not enough sleep

  4. Students absent from class

  5. Disruptive students

  6. Uninterested students

  7. Students with mental, emotional, or psychological impairment

  8. Students with difficulties understanding the language of instruction

Q19




In teaching mathematics to this class, how often do you ask students to do the following?

Fill in only one circle for each row.


  • Every or almost every lesson

  • About half the lessons

  • Some lessons

  • Never


  1. Listen to me explain new mathematics content

  2. Listen to me explain how to solve problems

  3. Memorize rules, procedures, and facts

  4. Work problems (individually or with peers) with my guidance

  5. Work problems together in the whole class with direct guidance from me

  6. Work problems (individually or with peers) while I am occupied by other tasks

  7. Take a written test or quiz

  8. Work in mixed ability groups

  9. Work in same ability groups

Q16

Note: One answer dimension removed and one added


In teaching mathematics to this class, how often do you ask students to do the following?

Fill in only one circle for each row.


  • Every or almost every lesson

  • About half the lessons

  • Some lessons

  • Never


  1. Listen to me explain new mathematics content

  2. Listen to me explain how to solve problems

  3. Memorize rules, procedures, and facts

  4. Work problems (individually or with peers) with my guidance

  5. Work problems together in the whole class with direct guidance from me

  6. Work problems (individually or with peers) while I am occupied by other tasks

  7. Work on problems for which there is no immediately obvious method of solution

  8. Work in mixed ability groups

  9. Work in same ability groups

Q22C




If Yes,

How often do you have the students do the following activities on computers during mathematics lessons?

Fill in only one circle for each row.


  • Every or almost every day

  • Once or twice a week

  • Once or twice a month

  • Never or almost never


  1. Explore mathematics principles and concepts

  2. Practice skills and procedures

  3. Look up ideas and information

Q19C

Note: Reworded stem, removed one answer dimension, and added two new dimensions.


How often do you have the students do the following activities on computers during mathematics lessons?

Fill in only one circle for each row.


  • Every or almost every day

  • Once or twice a week

  • Once or twice a month

  • Never or almost never


  1. Practice skills and procedures

  2. Look up ideas and information

  3. Process and analyze data

  4. Create data displays (e.g., charts, graphs)

  5. Create spreadsheets

  6. Watch videos to learn how to solve problems

Q23



The following list includes the main topics addressed by the TIMSS mathematics test. Choose the response that best describes when the students in this class have been taught each topic. If a topic was in the curriculum before the eighth grade, please choose “Mostly taught before this year.” If a topic was taught half this year but not yet completed, please choose “Mostly taught this year.” If a topic is not in the curriculum, please choose “Not yet taught or just introduced.”

Fill in only one circle for each row.


  • Mostly taught before this year

  • Mostly taught this year

  • Not yet taught or just introduced


Number

  1. Computing with whole numbers

  2. Comparing and ordering rational numbers

  3. Computing with rational numbers (fractions, decimals, and integers)

  4. Concepts of irrational numbers

  5. Problem solving involving percents or proportions


Algebra

  1. Simplifying and evaluating algebraic expressions

  2. Simple linear equations and inequalities

  3. Simultaneous (two variables) equations

  4. Numeric, algebraic, and geometric patterns or sequences (extension, missing terms, generalization of patterns)

  5. Representation of functions as ordered pairs, tables, graphs, words, or equations

  6. Properties of functions (slopes, intercepts, etc.)


Geometry

  1. Geometric properties of angles and geometric shapes (triangles, quadrilaterals, and other common polygons)

  2. Congruent figures and similar triangles

  3. Relationship between three-dimensional shapes and their two-dimensional representations

  4. Using appropriate measurement formulas for perimeters, circumferences, areas, surface areas, and volumes

  5. Points on the Cartesian plane

  6. Translation, reflection, and rotation


Data and Chance

  1. Characteristics of data sets (mean, median, mode, and shape of distributions)

  2. Interpreting data sets (e.g., draw conclusions, make predictions, and estimate values between and beyond given data points)

  3. Judging, predicting, and determining the chances of possible outcomes

Q20

Note: Added two dimensions.


The following list includes the main topics addressed by the TIMSS mathematics test. Choose the response that best describes when the students in this class have been taught each topic. If a topic was in the curriculum before the eighth grade, please choose “Mostly taught before this year.” If a topic was taught half this year but not yet completed, please choose “Mostly taught this year.” If a topic is not in the curriculum, please choose “Not yet taught or just introduced.”

Fill in only one circle for each row.


  • Mostly taught before this year

  • Mostly taught this year

  • Not yet taught or just introduced


Number

  1. Computing with whole numbers

  2. Comparing and ordering rational numbers

  3. Computing with rational numbers (fractions, decimals, and integers)

  4. Concepts of irrational numbers

  5. Problem solving involving percents or proportions


Algebra

  1. Simplifying and evaluating algebraic expressions

  2. Simple linear equations and inequalities

  3. Simultaneous (two variables) equations

  4. Numeric, algebraic, and geometric patterns or sequences (extension, missing terms, generalization of patterns)

  5. Representation of functions as ordered pairs, tables, graphs, words, or equations

  6. Properties of functions (slopes, intercepts, etc.)


Geometry

  1. Geometric properties of angles and geometric shapes (triangles, quadrilaterals, and other common polygons)

  2. Congruent figures and similar triangles

  3. Relationship between three-dimensional shapes and their two-dimensional representations

  4. Using appropriate measurement formulas for perimeters, circumferences, areas, surface areas, and volumes

  5. Points on the Cartesian plane

  6. Translation, reflection, and rotation


Data and Chance

  1. Characteristics of data sets (mean, median, mode, and shape of distributions)

  2. Interpreting data sets (e.g., draw conclusions, make predictions, and estimate values between and beyond given data points)

  3. Judging, predicting, and determining the chances of possible outcomes

  4. Theoretical and empirical probability of simple events

  5. Theoretical and empirical probability of compound events

Q25




How much emphasis do you place on the following sources to monitor students’ progress in mathematics?

Fill in only one circle for each row.


  • Major emphasis

  • Some emphasis

  • Little or no emphasis


  1. Assessment of students’ ongoing work

  2. Classroom tests (for example, teacher-made or textbook tests)

  3. National or regional achievement tests

Q22

Note: Item stem reworded, categories changed, and dimensions reworded, added, removed.


How much importance do you place on the following assessment strategies in mathematics?

Fill in only one circle for each row.


  • Major

  • Some

  • Little

  • None


  1. Observing students as they work

  2. Asking students to answer questions during class

  3. Short, regular written assessments

  4. Longer tests (e.g., unit tests or exams)

  5. Long-term projects



F. Teacher Science Questionnaire – Grade 8


1. New Adaptations of all items (not already included in the U.S. 2015 main study version)

TIMSS 2019 U.S. Field Test (final)

2015 U.S. adaptation

2019 Field Test U.S. adaptation

Item(s)

Your school has agreed to participate in TIMSS 2015 (Trends in International Mathematics and Science Study), an educational research project sponsored by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS measures trends in student achievement in mathematics and science and studies differences in national education systems in almost 60 countries in order to help improve teaching and learning worldwide.

Your school has agreed to participate in TIMSS 2019 (Trends in International Mathematics and Science Study), an educational research project sponsored by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS measures trends in student achievement in mathematics and science and studies differences in national education systems in almost 60 countries in order to help improve teaching and learning worldwide.

Note: Year updated



OMB No. 1850-0695, Approval Expires 1/31/2021

Note: Updated OMB date



2. New Items

Item #

Added Text/Item

Q22

About how often do eighth-grade students in this class take science tests on computers or tablets?

Fill in one circle only.

  • More than once a month

  • Once a month

  • Twice a year

  • Once a year or less

  • Never

Q23

To what extent do you depend on assessment results?

Fill in only one circle for each row.


  • A lot

  • Some

  • A little

  • None


  1. To modify your instruction

  2. To give grades

  3. To report to parents

  4. To determine the learning needs of each student



3. Deleted Items (entire stem)

Item #

Deleted Text/Item

Q9

In your current school, how severe is each problem?

Fill in only one circle for each row.


  • Not a problem

  • Minor problem

  • Moderate problem

  • Serious problem


  1. The school building needs significant repair

  2. Teachers do not have adequate workspace (e.g., for preparation, collaboration, or meeting with students)

  3. Teachers do not have adequate instructional materials and supplies

  4. The school classrooms are not cleaned often enough

  5. The school classrooms need maintenance work

  6. Teachers do not have adequate technological resources

  7. Teachers do not have adequate support for using technology

Q10

How often do you have the following types of interactions with other teachers?

Fill in only one circle for each row.


  • Very Often

  • Often

  • Sometimes

  • Never or almost never


  1. Discuss how to teach a particular topic

  2. Collaborate in planning and preparing instructional materials

  3. Share what I have learned about my teaching experiences

  4. Visit another classroom to learn more about teaching

  5. Work together to try out new ideas

  6. Work as a group on implementing the curriculum

  7. Work with teachers from other grades to ensure continuity in learning

Q18

In teaching science to this class, how would you characterize your confidence in doing the following?

Fill in only one circle for each row.


  • Very high

  • High

  • Medium

  • Low


  1. Inspiring students to learn science

  2. Explaining science concepts or principles by doing science experiments

  3. Providing challenging tasks for the highest achieving students

  4. Adapting my teaching to engage students’ interest

  5. Helping students appreciate the value of learning science

  6. Assessing student comprehension of science

  7. Improving the understanding of struggling students

  8. Making science relevant to students

  9. Developing students’ higher-order thinking skills

  10. Teaching science using inquiry methods

Q27

How well prepared do you feel you are to teach the following science topics?

If a topic is not in the fourth-grade curriculum or you are not responsible for teaching this topic, please choose “Not applicable.”

Fill in only one circle for each row.


  • Not applicable

  • Very well prepared

  • Somewhat prepared

  • Not well prepared


Biology

  1. Differences among major taxonomic groups of organisms (plants, animals, fungi, mammals, birds, reptiles, fish, amphibians)

  2. Major organs and organ systems in humans and other organisms (structure/function, life processes that maintain stable bodily conditions)

  3. Cells, their structure and functions, including respiration and photosynthesis as cellular processes

  4. Life cycles, sexual reproduction, and heredity (passing on of traits, inherited versus acquired/learned characteristics)

  5. Role of variation and adaptation in survival/extinction of species in a changing environment (including fossil evidence for changes in life on Earth over time)

  6. Interdependence of populations of organisms in an ecosystem (e.g., energy flow, food webs, competition, predation) and factors affecting population size in an ecosystem

  7. Human health (causes of infectious diseases, methods of infection, prevention, immunity) and the importance of diet and exercise in maintaining health


Chemistry

  1. Classification, composition, and particulate structure of matter (elements, compounds, mixtures, molecules, atoms, protons, neutrons, electrons)

  2. Physical and chemical properties of matter

  3. Mixtures and solutions (solvent, solute, concentration/dilution, effect of temperature on solubility)

  4. Properties and uses of common acids and bases

  5. Chemical change (transformation of reactants, evidence of chemical change, conservation of matter, common oxidation reactions – combustion, rusting, tarnishing)

  6. The role of electrons in chemical bonds


Physics

  1. Physical states and changes in matter (explanations of properties in terms of movement and distance between particles; phase change, thermal expansion, and changes in volume and/or pressure)

  2. Energy forms, transformations, heat, and temperature

  3. Basic properties/behaviors of light (reflection, refraction, light and color, simple ray diagrams) and sound (transmission through media, loudness, pitch, amplitude, frequency)

  4. Electric circuits (flow of current; types of circuits - parallel/series) and properties and uses of permanent magnets and electromagnets

  5. Forces and motion (types of forces, basic description of motion, effects of density and pressure)


Earth Science

  1. Earth’s structure and physical features (Earth’s crust, mantle, and core; composition and relative distribution of water, and composition of air)

  2. Earth’s processes, cycles, and history (rock cycle; water cycle; weather versus climate; major geological events; formation of fossils and fossil fuels)

  3. Earth’s resources, their use and conservation (e.g., renewable/nonrenewable resources, human use of land/soil, water resources)

  4. Earth in the solar system and the universe (phenomena on Earth - day/night, tides, phases of moon, eclipses, seasons; physical features of Earth compared to other bodies)


4. Revised Items

2015 MS Final U.S. Version

2019 FT Final U.S. Version

Item #

Original Item

Item #

Revised Item

Q11

Q12

Q13

Q14

Q15

Q16

Q17

Q19

Q20

Q21

Q22

Q23

Q24

Q25

Q26


Q9

Q10

Q11

Q12

Q13

Q14

Q15

Q16

Q17

Q18

Q19

Q20

Q21

Q24

Q25

Note: Renumbered items

Q7



How would you characterize each of the following within your school?

Fill in only one circle for each row.


  • Very high

  • High

  • Medium

  • Low

  • Very low


  1. Teachers’ understanding of the school’s curricular goals

  2. Teachers’ degree of success in implementing the school’s curriculum

  3. Teachers’ expectations for student achievement

  4. Teachers’ ability to inspire students

  5. Teachers working together to improve student achievement

  6. Parental involvement in school activities

  7. Parental commitment to ensure that students are ready to learn

  8. Parental expectations for student achievement

  9. Parental support for student achievement

  10. Parental pressure for the school to maintain high academic standards

  11. Students’ desire to do well in school

  12. Students’ ability to reach school’s academic goals

  13. Students’ respect for classmates who excel academically

  14. Clarity of the school’s educational objectives

  15. Collaboration between school leadership and teachers to plan instruction

  16. Amount of instructional support provided to teachers by school leadership

  17. School leadership’s support for teachers’ professional development

Q7

Note: Five answer dimensions removed


How would you characterize each of the following within your school?

Fill in only one circle for each row.


  • Very high

  • High

  • Medium

  • Low

  • Very low


  1. Teachers’ understanding of the school’s curricular goals

  2. Teachers’ degree of success in implementing the school’s curriculum

  3. Teachers’ expectations for student achievement

  4. Teachers’ ability to inspire students

  5. Parental involvement in school activities

  6. Parental commitment to ensure that students are ready to learn

  7. Parental expectations for student achievement

  8. Parental support for student achievement

  9. Students’ desire to do well in school

  10. Students’ ability to reach school’s academic goals

  11. Students’ respect for classmates who excel academically

  12. Collaboration between school leadership (including master teachers) and teachers to plan instruction

Q11



How often do you feel the following way about being a teacher?

Fill in only one circle for each row.


  • Very Often

  • Often

  • Sometimes

  • Never or almost never


  1. I am content with my profession as a teacher

  2. I am satisfied with being a teacher at this school

  3. I find my work full of meaning and purpose

  4. I am enthusiastic about my job

  5. My work inspires me

  6. I am proud of the work I do

  7. I am going to continue teaching for as long as I can

Q9

Note: Two answer dimensions removed


How often do you feel the following way about being a teacher?

Fill in only one circle for each row.


  • Very Often

  • Often

  • Sometimes

  • Never or almost never


  1. I am content with my profession as a teacher

  2. I find my work full of meaning and purpose

  3. I am enthusiastic about my job

  4. My work inspires me

  5. I am proud of the work I do


Q16




In your view, to what extent do the following limit how you teach this class?

Fill in only one circle for each row.


  • Not at all

  • Some

  • A lot


  1. Students lacking prerequisite knowledge or skills

  2. Students suffering from lack of basic nutrition

  3. Students suffering from not enough sleep

  4. Disruptive students

  5. Uninterested students

  6. Students with physical disabilities

  7. Students with mental, emotional, or psychological disabilities

Q14

Note: Two dimensions added, one removed, and two reworded.


In your view, to what extent do the following limit how you teach this class?

Fill in only one circle for each row.


  • Not at all

  • Some

  • A lot


  1. Students lacking prerequisite knowledge or skills

  2. Students suffering from lack of basic nutrition

  3. Students suffering from not enough sleep

  4. Students absent from class

  5. Disruptive students

  6. Uninterested students

  7. Students with mental, emotional, or psychological impairment

  8. Students with difficulties understanding the language of instruction

Q19



In teaching science to the students in this class, how often do you ask them to do the following?

Fill in only one circle for each row.


  • Every or almost every lesson

  • About half the lessons

  • Some lessons

  • Never


  1. Listen to me explain new science content

  2. Observe natural phenomena such as the weather or a plant growing and describe what they see

  3. Watch me demonstrate an experiment or investigation

  4. Design or plan experiments or investigations

  5. Conduct experiments or investigations

  6. Present data from experiments or investigations

  7. Interpret data from experiments or investigations

  8. Use evidence from experiments or investigations to support conclusions

  9. Read their textbooks or other resource materials

  10. Have students memorize facts and principles

  11. Use scientific formulas and laws to solve routine problems

  12. Do field work outside the class

  13. Take a written test or quiz

  14. Work in mixed ability groups

  15. Work in same ability groups

Q16

Note: Removed one dimension and reworded another.


In teaching science to the students in this class, how often do you ask them to do the following?

Fill in only one circle for each row.


  • Every or almost every lesson

  • About half the lessons

  • Some lessons

  • Never


  1. Listen to me explain new science content

  2. Observe natural phenomena and describe what they see

  3. Watch me demonstrate an experiment or investigation

  4. Design or plan experiments or investigations

  5. Conduct experiments or investigations

  6. Present data from experiments or investigations

  7. Interpret data from experiments or investigations

  8. Use evidence from experiments or investigations to support conclusions

  9. Read their textbooks or other resource materials

  10. Have students memorize facts and principles

  11. Use scientific formulas and laws to solve routine problems

  12. Do field work outside the class

  13. Work in mixed ability groups

  14. Work in same ability groups

Q21C




If Yes,

How often do you have the students do the following activities on computers during science lessons?

Fill in only one circle for each row.


  • Every or almost every day

  • Once or twice a week

  • Once or twice a month

  • Never or almost never


  1. Practice skills and procedures

  2. Look up ideas and information

  3. Do scientific procedures or experiments

  4. Study natural phenomena through simulations

Q18C

Note: Modified stem wording and added one dimension



How often do you have the students do the following activities on computers during science lessons?

Fill in only one circle for each row.


  • Every or almost every day

  • Once or twice a week

  • Once or twice a month

  • Never or almost never


  1. Practice skills and procedures

  2. Look up ideas and information

  3. Do scientific procedures or experiments

  4. Study natural phenomena through simulations

  5. Prepare reports and presentations

Q22




The following list includes the main topics addressed by the TIMSS science test. Choose the response that best describes when the students in this class have been taught each topic. If a topic was in the curriculum before the fourth grade, please choose “Mostly taught before this year.” If a topic was taught half this year but not yet completed, please choose “Mostly taught this year.” If a topic is not in the curriculum, please choose “Not yet taught or just introduced.”

Fill in only one circle for each row.


  • Mostly taught before this year

  • Mostly taught this year

  • Not yet taught or just introduced


Biology

  1. Differences among major taxonomic groups of organisms (plants, animals, fungi, mammals, birds, reptiles, fish, amphibians)

  2. Major organs and organ systems in humans and other organisms (structure/function, life processes that maintain stable bodily conditions)

  3. Cells, their structure and functions, including respiration and photosynthesis as cellular processes

  4. Life cycles, sexual reproduction, and heredity (passing on of traits, inherited versus acquired/learned characteristics)

  5. Role of variation and adaptation in survival/extinction of species in a changing environment (including fossil evidence for changes in life on Earth over time)

  6. Interdependence of populations of organisms in an ecosystem (e.g., energy flow, food webs, competition, predation) and factors affecting population size in an ecosystem

  7. Human health (causes of infectious diseases, methods of infection, prevention, immunity) and the importance of diet and exercise in maintaining health


Chemistry

  1. Classification, composition, and particulate structure of matter (elements, compounds, mixtures, molecules, atoms, protons, neutrons, electrons)

  2. Physical and chemical properties of matter

  3. Mixtures and solutions (solvent, solute, concentration/dilution, effect of temperature on solubility)

  4. Properties and uses of common acids and bases

  5. Chemical change (transformation of reactants, evidence of chemical change, conservation of matter, common oxidation reactions – combustion, rusting, tarnishing)

  6. The role of electrons in chemical bonds


Physics

  1. Physical states and changes in matter (explanations of properties in terms of movement and distance between particles; phase change, thermal expansion, and changes in volume and/or pressure)

  2. Energy forms, transformations, heat, and temperature

  3. Basic properties/behaviors of light (reflection, refraction, light and color, simple ray diagrams) and sound (transmission through media, loudness, pitch, amplitude, frequency)

  4. Electric circuits (flow of current; types of circuits - parallel/series) and properties and uses of permanent magnets and electromagnets

  5. Forces and motion (types of forces, basic description of motion, effects of density and pressure)


Earth Science

  1. "Earth’s structure and physical features (Earth’s crust, mantle, and core; composition and relative distribution

  2. of water, and composition of air)"

  3. Earth’s processes, cycles, and history (rock cycle; water cycle; weather versus climate; major geological events; formation of fossils and fossil fuels)

  4. Earth’s resources, their use and conservation (e.g., renewable/nonrenewable resources, human use of land/soil, water resources)

  5. Earth in the solar system and the universe (phenomena on Earth - day/night, tides, phases of moon, eclipses, seasons; physical features of Earth compared to other bodies)


Q19

Note: Several dimensions were added, removed, and reworded.


The following list includes the main topics addressed by the TIMSS science test. Choose the response that best describes when the students in this class have been taught each topic. If a topic was in the curriculum before the fourth grade, please choose “Mostly taught before this year.” If a topic was taught half this year but not yet completed, please choose “Mostly taught this year.” If a topic is not in the curriculum, please choose “Not yet taught or just introduced.”

Fill in only one circle for each row.


  • Mostly taught before this year

  • Mostly taught this year

  • Not yet taught or just introduced


Biology

  1. Differences among major taxonomic groups of organisms (plants, animals, fungi, mammals, birds, reptiles, fish, amphibians, insects)

  2. Major organs and organ systems in humans and other organisms (structure/function, life processes)

  3. Cells, their structure and functions, including respiration and photosynthesis as cellular processes

  4. Life cycles, sexual reproduction, and heredity (inherited versus acquired/learned characteristics)

  5. Role of variation and adaptation in survival/extinction of species (including fossil evidence)

  6. Interdependence of populations of organisms in an ecosystem (e.g., carbon and water cycles, energy flow, food webs, competition, predation, human impacts on ecosystems)

  7. Human health (e.g., causes, transmission, and prevention of common infectious diseases, immunity) and the importance of diet, exercise, and other lifestyle choices in maintaining health


Chemistry

  1. Particulate structure, classification, and composition of matter (protons, neutrons, electrons, atoms, molecules, elements, compounds, mixtures)

  2. The periodic table as an organizing principle for the known elements

  3. Physical and chemical properties of matter

  4. Mixtures and solutions (e.g., solvent, solute, concentration/dilution)

  5. Properties of common acids and bases (e.g., acids have pH less than 7, reactions with indicators produce color changes, acids and bases neutralize each other)

  6. Characteristics of chemical reactions (e.g., transformation of reactants, evidence of chemical change)

  7. Matter and energy in chemical reactions (conservation of matter, familiar exothermic and endothermic reactions, factors affecting reaction rates)

  8. The role of electrons in chemical bonds


Physics

  1. Physical states and changes in matter (explanations of properties in terms of movement and distance between particles; phase change, changes in volume and/or pressure, physical changes)

  2. Energy transformation and transfer (e.g., forms of energy, energy conservation, heat temperature, equilibrium)

  3. Basic properties/behaviors of light (reflection, refraction, color, shadows, simple ray diagrams)

  4. Basic properties/behaviors of sound (vibrations that produce sound, transmission through media, loudness, pitch)

  5. Electric circuits (e.g., electrical conductors/insulators and the flow of electricity in series/parallel circuits)

  6. Properties and uses of permanent magnets and electromagnets

  7. Motion and forces (e.g., basic description of motion, common mechanical forces, properties of forces, effects of forces, simple machines, buoyancy, effects of density and pressure)


Earth Science

  1. Earth’s structure and physical features (e.g., Earth’s crust, mantle, and core; composition and relative distribution of water; composition of Earth’s atmosphere)

  2. Earth’s processes, cycles, and history (e.g., rock cycle, major geological events, formation of fossils and fossil fuels, water cycle, weather versus climate)

  3. Earth’s resources, their use, and conservation (e.g., renewable/nonrenewable resources, human use of land and water resources)

  4. Earth in the Solar System and the universe (phenomena on Earth: seasons, eclipses, tides, phases of moon; members of the Solar System; physical features of Earth)

Q24




How much emphasis do you place on the following sources to monitor students’ progress in science?

Fill in only one circle for each row.


  • Major emphasis

  • Some emphasis

  • Little or no emphasis


  1. Assessment of students’ ongoing work

  2. Classroom tests (for example, teacher-made or textbook tests)

  3. National or regional achievement tests

Q21

Note: Item stem reworded, categories changed, and dimensions reworded, added, removed.


How much importance do you place on the following assessment strategies in science?

Fill in only one circle for each row.


  • Major

  • Some

  • Little

  • None


  1. Observing students as they work

  2. Asking students to answer questions during class

  3. Short, regular written assessments

  4. Longer tests (e.g., unit tests or exams)

  5. Long-term projects



G. Student Questionnaire – Grade 8


1. New Adaptation of all items (not already included in the U.S. 2015 main study version)

TIMSS 2019 U.S. Field Test (final)

2015 U.S. adaptation

2019 Field Test U.S. adaptation

Item(s)


Your school has agreed to participate in TIMSS 2015 (Trends in International Mathematics and Science Study), an educational research project sponsored by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS measures trends in student achievement in mathematics and science and studies differences in national education systems in almost 60 countries in order to help improve teaching and learning worldwide.

Your school has agreed to participate in TIMSS 2019 (Trends in International Mathematics and Science Study), an educational research project sponsored by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS measures trends in student achievement in mathematics and science and studies differences in national education systems in almost 60 countries in order to help improve teaching and learning worldwide.

Note: Year updated




OMB No. 1850-0695, Approval Expires 1/31/2021

Note: Updated OMB date





3. Deleted Items (entire stem)

Item Number

Deleted Text/Item

Q7

How many digital information devices are there in your home? Count computers, tablets, smartphones, smart TVs, and e-readers. (Do not count other devices.)

Fill in one circle only.

  • None

  • 1-3 devices

  • 4-6 devices

  • 7-10 devices

  • 5. More than 10 devices

Q16

How often do you use a computer or tablet in each of these places for schoolwork (including classroom tasks, homework, studying outside of class)?

Fill in only one circle for each row.


  • Every day or almost every day

  • Once or twice a week

  • Once or twice a month

  • Never or almost never


  1. At home

  2. At school

  3. Some other place






4. Revised Items

2015 MS Final U.S. Version

2019 FT Final U.S. Version

Item #

Original Item

Item #

Revised Item

Q6

Q8

Q9

Q10

Q11

Q12

Q4

Q5

Q13

Q14

Q15

Q17

Q18

Q19

Q20

Q21

Q22

Q23

Q24

Q25

Q26

Q27

Q28

Q29

Q30

Q31

Q32


Q4

Q5

Q6

Q7

Q8

Q9

Q10

Q11

Q12

Q13

Q14

Q15

Q16

Q17

Q18

Q19

Q20

Q21

Q22

Q23

Q24

Q25

Q26

Q27

Q28

Q29

Q30

Renumbered items

Q3



How often do you speak English at home?

Fill in one circle only.


  • I always speak English at home

If Always, please go to question 4.

  • I almost always speak English at home

  • I sometimes speak English and sometimes speak another language at home

  • I never speak English at home



Q3

Note: Added clarifying instructions


How often do you speak English at home?

Fill in one circle only.


  • I always speak English at home

If Always, please go to question 4.

  • I almost always speak English at home

  • I sometimes speak English and sometimes speak another language at home

  • I never speak English at home


If Almost always, Sometimes, Never, please go to question 3B

Q9A

Q9B


What is the highest level of education completed by your mother (or stepmother or female legal guardian)?

Fill in one oval only.


  • Less than high school

  • Some high school

  • High school graduate

  • Associate's degree (2-year college program)

  • Bachelor's degree (4-year college program)

  • Master's degree or professional degree (MD, DDS, lawyer, minister)

  • Doctorate (Ph.D., or Ed.D.)

  • I don't know


What is the highest level of education completed by your father (or stepfather or male legal guardian)?

Fill in one oval only.


  • Less than high school

  • Some high school

  • High school graduate

  • Associate's degree (2-year college program)

  • Bachelor's degree (4-year college program)

  • Master's degree or professional degree (MD, DDS, lawyer, minister)

  • Doctorate (Ph.D., or Ed.D.)

  • I don't know



Q6A

Q6A

Q6B

Note: Item stem and dimensions reworded and combined into one question with parts A and B. Instructions changed from “oval” to “circle.”



The following question is about your Parent/Guardian A and Parent/Guardian B. If you have only one parent/guardian, answer for Parent/Guardian A. If you have two parents/guardians, choose one for Parent/Guardian A and the other for Parent/Guardian B.

What is the highest level of education completed by your parents/guardians?

Fill in one circle only.


  • Less than high school

  • Some high school

  • High school graduate

  • Associate's degree (2-year college program)

  • Bachelor's degree (4-year college program)

  • Master's degree or professional degree (MD, DDS, lawyer, minister)

  • Doctorate (Ph.D., Ed.D.)

  • I don't know

  • Not applicable


  1. Parent/Guardian A

  2. Parent/Guardian B



Q11A

Q11B




Was your mother (or stepmother or female legal guardian) born in the United States? (“United States” includes the 50 states, its territories, the District of Columbia, and U.S. military bases abroad)

Fill in one circle only.


  • Yes

  • No

  • I don't know


Was your father (or stepfather or male legal guardian) born in the United States?

Fill in one circle only.


  • Yes

  • No

  • I don't know


Q08

Q08A


Note: Item stem and dimensions reworded and combined into one question.


Were your parents/guardians born in the United States? (“United States” includes the 50 states, its territories, the District of Columbia, and U.S. military bases abroad)

Fill in one circle only.


  • Yes

  • No

  • I don’t know

  • Not applicable


  1. Parent/Guardian A

  2. Parent/Guardian B

Q13A



About how often are you absent from school?

Fill in one circle only.


  • Once a week or more

  • Once every two weeks

  • Once a month

  • Never or almost never

Q12A

Note: One answer dimension added.


About how often are you absent from school?

Fill in one circle only.


  • Once a week

  • Once every two weeks

  • Once a month

  • Once every two months

  • Never or almost never

Q15




How often do you eat breakfast on school days?

Fill in one circle only.


  • Every day

  • Most days

  • Sometimes

  • Never or almost never

Q14

Note: Item stem reworded and answer dimensions added.


How often do you feel this way when you arrive at school?

Fill in one circle only.


  • Every day

  • Almost every day

  • Sometimes

  • Never


  1. I feel tired

  2. I feel hungry

Q18



What do you think about your school? Tell how much you agree with these statements.

Fill in only one circle for each row.


  • Agree a lot

  • Agree a little

  • Disagree a little

  • Disagree a lot


  1. I like being in school

  2. I feel safe when I am at school

  3. I feel like I belong at this school

  4. I like to see my classmates at school

  5. Teachers at my school are fair to me

  6. I am proud to go to this school

  7. I learn a lot in school

Q16

Note: Two answer dimensions added


What do you think about your school? Tell how much you agree with these statements.

Fill in only one circle for each row.


  • Agree a lot

  • Agree a little

  • Disagree a little

  • Disagree a lot


  1. I like being in school

  2. I feel safe when I am at school

  3. I feel like I belong at this school

  4. Teachers at my school are fair to me

  5. I am proud to go to this school

Q19



During this school year, how often have other students from your school done any of the following things to you (including through texting or the Internet)?

Fill in only one circle for each row.


  • At least once a week

  • Once or twice a month

  • A few times a year

  • Never


  1. Made fun of me or called me names

  2. Left me out of their games or activities

  3. Spread lies about me

  4. Stole something from me

  5. Hit or hurt me (e.g., shoving, hitting, kicking)

  6. Made me do things I didn’t want to do

  7. Shared embarrassing information about me

  8. Posted embarrassing things about me online

  9. Threatened me

Q17

Note: Reworded several dimensions and added several.


During this school year, how often have other students from your school done any of the following things to you (including through texting or the Internet)?

Fill in only one circle for each row.


  • At least once a week

  • Once or twice a month

  • A few times a year

  • Never


  1. Made fun of my clothes

  2. Said mean things about my physical appearance (e.g., my hair, my size)

  3. Spread lies about me

  4. Shared my secrets with others

  5. Refused to talk to me

  6. Insulted a member of my family

  7. Stole something from me

  8. Made me do things I didn't want to do

  9. Shared embarrassing information or photos of me

  10. Send me mean messages or e-mails.

  11. Threatened me

  12. Physically hurt me

  13. Excluded me from their group (e.g., parties, messaging)

  14. Damaged something of mine on purpose


Q21



How much do you agree with these statements about your mathematics lessons?

Fill in only one circle for each row.


  • Agree a lot

  • Agree a little

  • Disagree a little

  • Disagree a lot


  1. I know what my teacher expects me to do

  2. My teacher is easy to understand

  3. I am interested in what my teacher says

  4. My teacher gives me interesting things to do

  5. My teacher has clear answers to my questions

  6. My teacher is good at explaining mathematics

  7. My teacher lets me show what I have learned

  8. My teacher does a variety of things to help us learn

  9. My teacher tells me how to do better when I make a mistake

  10. My teacher listens to what I have to say

Q19

Note: Deleted one dimension and added three.


How much do you agree with these statements about your mathematics lessons?

Fill in only one circle for each row.


  • Agree a lot

  • Agree a little

  • Disagree a little

  • Disagree a lot


  1. I know what my teacher expects me to do

  2. My teacher is easy to understand

  3. My teacher gives me interesting things to do

  4. My teacher has clear answers to my questions

  5. My teacher is good at explaining mathematics

  6. My teacher lets me show what I have learned

  7. My teacher does a variety of things to help us learn

  8. My teacher tells me how to do better when I make a mistake

  9. My teacher listens to what I have to say

  10. My teacher links new lessons to what I already know

  11. My teacher explains a topic again when we don’t understand

  12. My teacher lets me explain why my answer is correct

  13. My teacher asks me to work on mathematics problems on my own

  14. My teacher asks us to discuss solutions to problems with our classmates

Q25


How much do you agree with these statements about your science lessons?

Fill in only one circle for each row.


  • Agree a lot

  • Agree a little

  • Disagree a little

  • Disagree a lot


  1. I know what my teacher expects me to do

  2. My teacher is easy to understand

  3. I am interested in what my teacher says

  4. My teacher gives me interesting things to do

  5. My teacher has clear answers to my questions

  6. My teacher is good at explaining science

  7. My teacher lets me show what I have learned

  8. My teacher does a variety of things to help us learn

  9. My teacher tells me how to do better when I make a mistake

  10. My teacher listens to what I have to say

Q23

Note: Deleted one dimension and added three.



How much do you agree with these statements about your science lessons?

Fill in only one circle for each row.


  • Agree a lot

  • Agree a little

  • Disagree a little

  • Disagree a lot


  1. I know what my teacher expects me to do

  2. My teacher is easy to understand

  3. My teacher gives me interesting things to do

  4. My teacher has clear answers to my questions

  5. My teacher is good at explaining science

  6. My teacher lets me show what I have learned

  7. My teacher does a variety of things to help us learn

  8. My teacher tells me how to do better when I make a mistake

  9. My teacher listens to what I have to say

  10. My teacher links new lessons to what I already know

  11. My teacher lets me explains a topic again when we don’t understand.

  12. My teacher lets me explain why my answer is correct

  13. My teacher asks me to conduct science experiments

  14. My teacher encourages me to discuss the results of our science experiments





File Typeapplication/vnd.openxmlformats-officedocument.wordprocessingml.document
AuthorDanielle Young
File Modified0000-00-00
File Created2021-01-20

© 2024 OMB.report | Privacy Policy