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

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

Contents

A. Principal Questionnaire – Grade 4 4

1. New Adaptations of all items (not already included in the U.S. 2015 main study version) 4

2. New Items 5

3. Deleted Items (entire stem) 5

4. Revised Items 6

B. Teacher Questionnaire – Grade 4 9

1. New Adaptations of all items (not already included in the U.S. 2015 main study version) 9

2. New Items 9

3. Deleted Items (entire stem) 10

4. Revised Items 12

C. Student Questionnaire – Grade 4 21

1. New Adaptation of all items (not already included in the U.S. 2015 main study version) 21

3. Deleted Items (entire stem) 21

4. Revised Items 21

D. Principal Questionnaire – Grade 8 26

1. New Adaptations of all items (not already included in the U.S. 2015 main study version) 26

2. New Items 27

3. Deleted Items (entire stem) 27

4. Revised Items 28

E. Teacher Math Questionnaire – Grade 8 30

1. New Adaptations of all items (not already included in the U.S. 2015 main study version) 30

2. New Items 30

3. Deleted Items (entire stem) 31

4. Revised Items 32

F. Teacher Science Questionnaire – Grade 8 38

1. New Adaptations of all items (not already included in the U.S. 2015 main study version) 38

2. New Items 38

3. Deleted Items (entire stem) 38

4. Revised Items 40

G. Student Questionnaire – Grade 8 47

1. New Adaptation of all items (not already included in the U.S. 2015 main study version) 47

3. Deleted Items (entire stem) 47

4. Revised Items 48

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 Breakfast 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 Washing hands Brushing teeth A healthy diet/nutrition 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 For Mathematics 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. Print 250 or fewer 251–500 501–2,000 2,001–5,000 5,001–10,000 More than 10,000 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 Teachers’ understanding of the school’s curricular goals Teachers’ degree of success in implementing the school’s curriculum Teachers’ expectations for student achievement Teachers working together to improve student achievement Teachers’ ability to inspire students Parental involvement in school activities Parental commitment to ensure that students are ready to learn Parental expectations for student achievement Parental support for student achievement Parental pressure for the school to maintain high academic standards Students’ desire to do well in school Students’ ability to reach school’s academic goals 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 Teachers’ understanding of the school’s curricular goals Teachers’ degree of success in implementing the school’s curriculum Teachers’ expectations for student achievement Teachers’ ability to inspire students Parental involvement in school activities Parental commitment to ensure that students are ready to learn Parental expectations for student achievement Parental support for student achievement Students’ desire to do well in school Students’ ability to reach school’s academic goals 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% Recognize most of the letters of the alphabet Read some words Read sentences Write letters of the alphabet Write some words Count up to 100 or higher Recognize written numbers from 1-10 Recognize written numbers higher than 10 Write numbers from 1-10 Do simple addition 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% Recognize most of the letters of the alphabet Read some words Read sentences Write letters of the alphabet Write their names Write words other than their names Count up to 100 or higher Recognize written numbers from 1-10 Recognize written numbers higher than 10 Write numbers from 1-10 Do simple addition Do simple subtraction
Q27	Do you hold the following qualifications or credentials in educational leadership? Fill in one circle for each row. Yes No Master's degree or professional degree (MD, DDS, lawyer, minister) 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 Principal Certification Master's degree or professional degree (MD, DDS, lawyer, minister) 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 To modify your instruction To give grades To report to parents 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 The school building needs significant repair Teachers do not have adequate workspace (e.g., for preparation, collaboration, or meeting with students) Teachers do not have adequate instructional materials and supplies The school classrooms are not cleaned often enough The school classrooms need maintenance work Teachers do not have adequate technological resources 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 Discuss how to teach a particular topic Collaborate in planning and preparing instructional materials Share what I have learned about my teaching experiences Visit another classroom to learn more about teaching Work together to try out new ideas Work as a group on implementing the curriculum 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 Inspiring students to learn mathematics Showing students a variety of problem solving strategies Providing challenging tasks for the highest achieving students Adapting my teaching to engage students’ interest Helping students appreciate the value of learning mathematics Assessing student comprehension of mathematics Improving the understanding of struggling students Making mathematics relevant to students 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 Concepts of whole numbers, including place value and ordering Adding, subtracting, multiplying, and/or dividing with whole numbers Concepts of multiples and factors; odd and even numbers Concepts of fractions (fractions as parts of a whole or of a collection, or as a location on a number line) Adding and subtracting with fractions, comparing and ordering fractions Concepts of decimals, including place value and ordering, adding and subtracting with decimals Number sentences (finding the missing number, modeling simple situations with number sentences) Number patterns (extending number patterns and finding missing terms) Geometric Shapes and Measures Lines: measuring, estimating length of; parallel and perpendicular lines Comparing and drawing angles Using informal coordinate systems to locate points in a plane (e.g., in square B4) Elementary properties of common geometric shapes Reflections and rotations Relationships between two-dimensional and three-dimensional shapes Finding and estimating areas, perimeters, and volumes Data Display Reading and representing data from tables, pictographs, bar graphs, or pie charts 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 Inspiring students to learn science Explaining science concepts or principles by doing science experiments Providing challenging tasks for the highest achieving students Adapting my teaching to engage students’ interest Helping students appreciate the value of learning science Assessing student comprehension of science Improving the understanding of struggling students Making science relevant to students Developing students’ higher-order thinking skills 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 Characteristics of living things and the major groups of living things (e.g., mammals, birds, insects, flowering plants) Major body structures and their functions in humans, other animals, and plants Life cycles of common plants and animals (e.g., humans, butterflies, frogs, flowering plants) Understanding that some characteristics are inherited and some are the result of the environment How physical features and behaviors help living things survive in their environments Relationships in communities and ecosystems (e.g., simple food chains, predator-prey relationships, human impacts on the environment) Human health (transmission and prevention of diseases, symptoms of health and illness, importance of a healthy diet and exercise) Physical Science 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 Classifying materials based on physical properties (e.g., weight/mass, volume, conducting heat, conducting electricity, magnetic attraction) Mixtures and how to separate a mixture into its components (e.g., sifting, filtering, evaporation, using a magnet) Chemical changes in everyday life (e.g., decaying, burning, rusting, cooking) Common sources of energy (e.g., the Sun, electricity, wind) and uses of energy (heating and cooling homes, providing light) Light and sound in everyday life (e.g., understanding shadows and reflection, understanding that vibrating objects make sound) 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) Properties of magnets (e.g., knowing that like poles repel and opposite poles attract, recognizing that magnets can attract some objects) Forces that cause objects to move (e.g., gravity, pushing/pulling) Earth Science Common features of the Earth’s landscape (e.g., mountains, plains, deserts, rivers, oceans) and their relationship to human use (farming, irrigation, land development) 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) Understanding that weather can change from day to day, from season to season, and by geographic location Understanding what fossils are and what they can tell us about past conditions on Earth 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) 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 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 Teachers’ understanding of the school’s curricular goals Teachers’ degree of success in implementing the school’s curriculum Teachers’ expectations for student achievement Teachers’ ability to inspire students Teachers working together to improve student achievement Parental involvement in school activities Parental commitment to ensure that students are ready to learn Parental expectations for student achievement Parental support for student achievement Parental pressure for the school to maintain high academic standards Students’ desire to do well in school Students’ ability to reach school’s academic goals Students’ respect for classmates who excel academically 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 Teachers’ understanding of the school’s curricular goals Teachers’ degree of success in implementing the school’s curriculum Teachers’ expectations for student achievement Teachers’ ability to inspire students Parental involvement in school activities Parental commitment to ensure that students are ready to learn Parental expectations for student achievement Parental support for student achievement Students’ desire to do well in school Students’ ability to reach school’s academic goals Students’ respect for classmates who excel academically 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 I am content with my profession as a teacher I am satisfied with being a teacher at this school I find my work full of meaning and purpose I am enthusiastic about my job My work inspires me I am proud of the work I do 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 I am content with my profession as a teacher I find my work full of meaning and purpose I am enthusiastic about my job My work inspires me 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 Students lacking prerequisite knowledge or skills Students suffering from lack of basic nutrition Students suffering from not enough sleep Disruptive students Uninterested students Students with physical disabilities 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 Students lacking prerequisite knowledge or skills Students suffering from lack of basic nutrition Students suffering from not enough sleep Students absent from class Disruptive students Uninterested students Students with mental, emotional, or psychological impairment 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 Listen to me explain new mathematics content Listen to me explain how to solve problems Memorize rules, procedures, and facts Work problems (individually or with peers) with my guidance Work problems together in the whole class with direct guidance from me Work problems (individually or with peers) while I am occupied by other tasks Take a written test or quiz Work in mixed ability groups 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 Listen to me explain new mathematics content Listen to me explain how to solve problems Memorize rules, procedures, and facts Work problems (individually or with peers) with my guidance Work problems together in the whole class with direct guidance from me Work problems (individually or with peers) while I am occupied by other tasks Work on problems for which there is no immediately obvious method of solution Work in mixed ability groups 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 Explore mathematics principles and concepts Practice skills and procedures 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 Practice skills and procedures Look up ideas and information Create data displays (e.g., charts, graphs) 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 Concepts of whole numbers, including place value and ordering Adding, subtracting, multiplying, and/or dividing with whole numbers Concepts of multiples and factors; odd and even numbers Concepts of fractions (fractions as parts of a whole or of a collection, or as a location on a number line) Adding and subtracting with fractions, comparing and ordering fractions Concepts of decimals, including place value and ordering, adding and subtracting with decimals Number sentences (finding the missing number, modeling simple situations with number sentences) Number patterns (extending number patterns and finding missing terms) Geometric Shapes and Measures Lines: measuring, estimating length of; parallel and perpendicular lines Comparing and drawing angles Using informal coordinate systems to locate points in a plane (e.g., in square B4) Elementary properties of common geometric shapes Reflections and rotations Relationships between two-dimensional and three-dimensional shapes Finding and estimating areas, perimeters, and volumes Data Display Reading and representing data from tables, pictographs, bar graphs, or pie charts 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 Concepts of whole numbers, including place value and ordering Adding, subtracting, multiplying, and dividing with whole numbers Concepts of multiples and factors; odd and even numbers Number sentences (finding the missing number, representing problem situations with number sentences) Number patterns (extending number patterns and finding missing terms) Concepts of fractions, including representing, comparing and ordering, adding and subtracting simple fractions Concepts of decimals, including place value and ordering, adding and subtracting with decimals Measurement and Geometry Solving problems involving length, including measuring and estimating Solving problems involving mass, volume, and time Finding and estimating perimeter, area, and volume Parallel and perpendicular lines Comparing and drawing angles Elementary properties of common geometric shapes Three-dimensional shapes, including relationships with their two-dimensional representations Data Reading and interpreting data from tables, pictographs, bar graphs, line graphs, and pie charts Organizing and representing data to help answer questions 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 Assessment of students’ ongoing work Classroom tests (for example, teacher-made or textbook tests) 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 Observing students as they work Asking students to answer questions during class Short, regular written assessments Longer tests (e.g., unit tests or exams) 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 Listen to me explain new science content Observe natural phenomena such as the weather or a plant growing and describe what they see Watch me demonstrate an experiment or investigation Design or plan experiments or investigations Conduct experiments or investigations Present data from experiments or investigations Interpret data from experiments or investigations Use evidence from experiments or investigations to support conclusions Read their textbooks or other resource materials Have students memorize facts and principles Do field work outside the class Take a written test or quiz Work in mixed ability groups 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 Listen to me explain new science content Observe natural phenomena such as the weather or a plant growing and describe what they see Watch me demonstrate an experiment or investigation Design or plan experiments or investigations Conduct experiments or investigations Present data from experiments or investigations Interpret data from experiments or investigations Use evidence from experiments or investigations to support conclusions Read their textbooks or other resource materials Have students memorize facts and principles Do field work outside the class Work in mixed ability groups 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 Practice skills and procedures Look up ideas and information Do scientific procedures or experiments 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 Practice skills and procedures Look up ideas and information Do scientific procedures or experiments Study natural phenomena through simulations 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 Characteristics of living things and the major groups of living things (e.g., mammals, birds, insects, flowering plants) Major body structures and their functions in humans, other animals, and plants Life cycles of common plants and animals (e.g., humans, butterflies, frogs, flowering plants) Understanding that some characteristics are inherited and some are the result of the environment How physical features and behaviors help living things survive in their environments Relationships in communities and ecosystems (e.g., simple food chains, predator-prey relationships, human impacts on the environment) Human health (transmission and prevention of diseases, symptoms of health and illness, importance of a healthy diet and exercise) Physical Science 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 Classifying materials based on physical properties (e.g., weight/mass, volume, conducting heat, conducting electricity, magnetic attraction) Mixtures and how to separate a mixture into its components (e.g., sifting, filtering, evaporation, using a magnet) Chemical changes in everyday life (e.g., decaying, burning, rusting, cooking) Common sources of energy (e.g., the Sun, electricity, wind) and uses of energy (heating and cooling homes, providing light) Light and sound in everyday life (e.g., understanding shadows and reflection, understanding that vibrating objects make sound) 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) Properties of magnets (e.g., knowing that like poles repel and opposite poles attract, recognizing that magnets can attract some objects) Forces that cause objects to move (e.g., gravity, pushing/pulling) Earth Science Common features of the Earth’s landscape (e.g., mountains, plains, deserts, rivers, oceans) and their relationship to human use (farming, irrigation, land development) 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) Understanding that weather can change from day to day, from season to season, and by geographic location Understanding what fossils are and what they can tell us about past conditions on Earth 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) 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 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 Physical and behavioral characteristics of living things and major groups of living things (e.g., mammals, birds, insects, flowering plants) Major body structures and their functions in humans, other animals, and plants Life cycles of common plants and animals (e.g., flowering plants, butterflies, frogs) Characteristics of plants and animals that are inherited Interactions between organisms and their environments (e.g., physical features and behaviors that help living things survive in their environments) Relationships in ecosystems (e.g., simple food chains, predator-prey relationships, competition) Human health (transmission and prevention of diseases, everyday behaviors that promote good health) Physical Science States of matter (solid, liquid, gas) and their properties (volume, shape) Classifying materials based on physical properties (e.g., weight/mass, volume, state of matter, conductivity of heat or electricity) Mixtures, including methods for separating a mixture into its components (e.g., sifting, filtering, evaporation, using a magnet) Properties of magnets (e.g., like poles repel and opposite poles attract, magnets can attract some objects) Physical changes in everyday life (e.g., changes of state, dissolving) Chemical changes in everyday life (e.g., decaying, burning, rusting, cooking) Common sources of energy (e.g., the Sun, wind, oil) and uses of energy (heating and cooling homes, providing light) Light and sound in everyday life (e.g., shadows and reflections, vibrating objects make sound) Heat transfer (e.g., energy flows from a hot object to a colder object) Electricity and simple electrical circuits (e.g., a circuit must be complete to work correctly) Forces that cause objects to move (e.g., gravity, pushing/pulling) or change their motion (e.g., friction) Simple machines (e.g., levers, pulleys, wheels, ramps) that help make motion easier Earth Science Physical makeup of Earth’s surface (e.g., land and water in unequal proportions, sources of fresh and salt water) Earth’s resources used in everyday life (e.g., water, wind, soil, forests, oil, natural gas, minerals) Changes in Earth’s surface over time (e.g., mountain building, weathering, erosion) Fossils and what they can tell us about past conditions on Earth Weather and climate (e.g., daily, seasonal, and locational variations versus long term trends) Objects in the Solar System (the Sun, the Earth, the Moon, and other planets) and their movements 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 Assessment of students’ ongoing work Classroom tests (for example, teacher-made or textbook tests) 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 Observing students as they work Asking students to answer questions during class Short, regular written assessments Longer tests (e.g., unit tests or exams) 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 At home At school 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 A computer or tablet of your own A computer or tablet that is shared with other people at home Study desk/table for your use Your own room Internet connection Your own mobile phone A gaming system (e.g., PlayStation, Wii, Xbox) 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 A computer or tablet Study desk/table for your use Your own room Internet connection Your own mobile phone A gaming system (e.g., PlayStation, Wii, Xbox) 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 Parent/Guardian A 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 I feel tired 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 I like being in school I feel safe when I am at school I feel like I belong at this school I like to see my classmates at school Teachers at my school are fair to me I am proud to go to this school 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 I like being in school I feel safe when I am at school I feel like I belong at this school Teachers at my school are fair to me 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 Made fun of me or called me names Left me out of their games or activities Spread lies about me Stole something from me Hit or hurt me (e.g., shoving, hitting, kicking) Made me do things I didn’t want to do Shared embarrassing information about me 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 Made fun of me or called me names Left me out of their games or activities Spread lies about me Stole something from me Damaged something of mine on purpose Hit or hurt me (e.g., shoving, hitting, kicking) Made me do things I didn’t want to do Shared embarrassing information about me 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 I know what my teacher expects me to do My teacher is easy to understand I am interested in what my teacher says My teacher gives me interesting things to do My teacher has clear answers to my questions My teacher is good at explaining mathematics My teacher lets me show what I have learned My teacher does a variety of things to help us learn My teacher tells me how to do better when I make a mistake 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 I know what my teacher expects me to do My teacher is easy to understand My teacher gives me interesting things to do My teacher has clear answers to my questions My teacher is good at explaining mathematics My teacher lets me show what I have learned My teacher does a variety of things to help us learn My teacher tells me how to do better when I make a mistake My teacher listens to what I have to say My teacher explains a topic again when we don’t understand My teacher lets me explain why my answer is correct 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 I know what my teacher expects me to do My teacher is easy to understand I am interested in what my teacher says My teacher gives me interesting things to do My teacher has clear answers to my questions My teacher is good at explaining science My teacher lets me show what I have learned My teacher does a variety of things to help us learn My teacher tells me how to do better when I make a mistake 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 I know what my teacher expects me to do My teacher is easy to understand My teacher gives me interesting things to do My teacher has clear answers to my questions My teacher is good at explaining science My teacher lets me show what I have learned My teacher does a variety of things to help us learn My teacher tells me how to do better when I make a mistake My teacher listens to what I have to say My teacher explains a topic again when we don’t understand My teacher lets me explain why my answer is correct My teacher helps me learn science facts 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 The school provides students with information about career options in mathematics and science The school has initiatives to promote student interest in mathematics and science (e.g., student clubs, competitions) The school promotes professional development for teachers of mathematics and science The school provides extra lessons to help students excel in mathematics and science The school provides special activities in mathematics and science for interested students The school has a specific goal to improve mathematics and science education The school encourages students to continue studying mathematics and science in the future 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 Breakfast 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 Mathematics Science 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 Mathematics Science 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. Print 250 or fewer 251–500 501–2,000 2,001–5,000 5,001–10,000 More than 10,000 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 Teachers’ understanding of the school’s curricular goals Teachers’ degree of success in implementing the school’s curriculum Teachers’ expectations for student achievement Teachers working together to improve student achievement Teachers’ ability to inspire students Parental involvement in school activities Parental commitment to ensure that students are ready to learn Parental expectations for student achievement Parental support for student achievement Parental pressure for the school to maintain high academic standards Students’ desire to do well in school Students’ ability to reach school’s academic goals 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 Teachers’ understanding of the school’s curricular goals Teachers’ degree of success in implementing the school’s curriculum Teachers’ expectations for student achievement Teachers’ ability to inspire students Parental involvement in school activities Parental commitment to ensure that students are ready to learn Parental expectations for student achievement Parental support for student achievement Students’ desire to do well in school Students’ ability to reach school’s academic goals 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 Master's degree or professional degree (MD, DDS, lawyer, minister) 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 Principal Certification Master's degree or professional degree (MD, DDS, lawyer, minister) 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 To modify your instruction To give grades To report to parents 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 The school building needs significant repair Teachers do not have adequate workspace (e.g., for preparation, collaboration, or meeting with students) Teachers do not have adequate instructional materials and supplies The school classrooms are not cleaned often enough The school classrooms need maintenance work Teachers do not have adequate technological resources 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 Discuss how to teach a particular topic Collaborate in planning and preparing instructional materials Share what I have learned about my teaching experiences Visit another classroom to learn more about teaching Work together to try out new ideas Work as a group on implementing the curriculum 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 Inspiring students to learn mathematics Showing students a variety of problem solving strategies Providing challenging tasks for the highest achieving students Adapting my teaching to engage students’ interest Helping students appreciate the value of learning mathematics Assessing student comprehension of mathematics Improving the understanding of struggling students Making mathematics relevant to students 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 Check answers Do routine computations Solve complex problems 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 Computing with whole numbers Comparing and ordering rational numbers Computing with rational numbers (fractions, decimals, and integers) Concepts of irrational numbers Problem solving involving percents or proportions Algebra Simplifying and evaluating algebraic expressions Simple linear equations and inequalities Simultaneous (two variables) equations Numeric, algebraic, and geometric patterns or sequences (extension, missing terms, generalization of patterns) Representation of functions as ordered pairs, tables, graphs, words, or equations Properties of functions (slopes, intercepts, etc.) Geometry Geometric properties of angles and geometric shapes (triangles, quadrilaterals, and other common polygons) Congruent figures and similar triangles Relationship between three-dimensional shapes and their two-dimensional representations Using appropriate measurement formulas for perimeters, circumferences, areas, surface areas, and volumes Points on the Cartesian plane Translation, reflection, and rotation Data and Chance Characteristics of data sets (mean, median, mode, and shape of distributions) Interpreting data sets (e.g., draw conclusions, make predictions, and estimate values between and beyond given data points) 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 Teachers’ understanding of the school’s curricular goals Teachers’ degree of success in implementing the school’s curriculum Teachers’ expectations for student achievement Teachers’ ability to inspire students Teachers working together to improve student achievement Parental involvement in school activities Parental commitment to ensure that students are ready to learn Parental expectations for student achievement Parental support for student achievement Parental pressure for the school to maintain high academic standards Students’ desire to do well in school Students’ ability to reach school’s academic goals Students’ respect for classmates who excel academically Clarity of the school’s educational objectives Collaboration between school leadership and teachers to plan instruction Amount of instructional support provided to teachers by school leadership 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 Teachers’ understanding of the school’s curricular goals Teachers’ degree of success in implementing the school’s curriculum Teachers’ expectations for student achievement Teachers’ ability to inspire students Parental involvement in school activities Parental commitment to ensure that students are ready to learn Parental expectations for student achievement Parental support for student achievement Students’ desire to do well in school Students’ ability to reach school’s academic goals Students’ respect for classmates who excel academically 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 I am content with my profession as a teacher I am satisfied with being a teacher at this school I find my work full of meaning and purpose I am enthusiastic about my job My work inspires me I am proud of the work I do 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 I am content with my profession as a teacher I find my work full of meaning and purpose I am enthusiastic about my job My work inspires me 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 Students lacking prerequisite knowledge or skills Students suffering from lack of basic nutrition Students suffering from not enough sleep Disruptive students Uninterested students Students with physical disabilities 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 Students lacking prerequisite knowledge or skills Students suffering from lack of basic nutrition Students suffering from not enough sleep Students absent from class Disruptive students Uninterested students Students with mental, emotional, or psychological impairment 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 Listen to me explain new mathematics content Listen to me explain how to solve problems Memorize rules, procedures, and facts Work problems (individually or with peers) with my guidance Work problems together in the whole class with direct guidance from me Work problems (individually or with peers) while I am occupied by other tasks Take a written test or quiz Work in mixed ability groups 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 Listen to me explain new mathematics content Listen to me explain how to solve problems Memorize rules, procedures, and facts Work problems (individually or with peers) with my guidance Work problems together in the whole class with direct guidance from me Work problems (individually or with peers) while I am occupied by other tasks Work on problems for which there is no immediately obvious method of solution Work in mixed ability groups 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 Explore mathematics principles and concepts Practice skills and procedures 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 Practice skills and procedures Look up ideas and information Process and analyze data Create data displays (e.g., charts, graphs) Create spreadsheets 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 Computing with whole numbers Comparing and ordering rational numbers Computing with rational numbers (fractions, decimals, and integers) Concepts of irrational numbers Problem solving involving percents or proportions Algebra Simplifying and evaluating algebraic expressions Simple linear equations and inequalities Simultaneous (two variables) equations Numeric, algebraic, and geometric patterns or sequences (extension, missing terms, generalization of patterns) Representation of functions as ordered pairs, tables, graphs, words, or equations Properties of functions (slopes, intercepts, etc.) Geometry Geometric properties of angles and geometric shapes (triangles, quadrilaterals, and other common polygons) Congruent figures and similar triangles Relationship between three-dimensional shapes and their two-dimensional representations Using appropriate measurement formulas for perimeters, circumferences, areas, surface areas, and volumes Points on the Cartesian plane Translation, reflection, and rotation Data and Chance Characteristics of data sets (mean, median, mode, and shape of distributions) Interpreting data sets (e.g., draw conclusions, make predictions, and estimate values between and beyond given data points) 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 Computing with whole numbers Comparing and ordering rational numbers Computing with rational numbers (fractions, decimals, and integers) Concepts of irrational numbers Problem solving involving percents or proportions Algebra Simplifying and evaluating algebraic expressions Simple linear equations and inequalities Simultaneous (two variables) equations Numeric, algebraic, and geometric patterns or sequences (extension, missing terms, generalization of patterns) Representation of functions as ordered pairs, tables, graphs, words, or equations Properties of functions (slopes, intercepts, etc.) Geometry Geometric properties of angles and geometric shapes (triangles, quadrilaterals, and other common polygons) Congruent figures and similar triangles Relationship between three-dimensional shapes and their two-dimensional representations Using appropriate measurement formulas for perimeters, circumferences, areas, surface areas, and volumes Points on the Cartesian plane Translation, reflection, and rotation Data and Chance Characteristics of data sets (mean, median, mode, and shape of distributions) Interpreting data sets (e.g., draw conclusions, make predictions, and estimate values between and beyond given data points) Judging, predicting, and determining the chances of possible outcomes Theoretical and empirical probability of simple events 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 Assessment of students’ ongoing work Classroom tests (for example, teacher-made or textbook tests) 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 Observing students as they work Asking students to answer questions during class Short, regular written assessments Longer tests (e.g., unit tests or exams) 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 To modify your instruction To give grades To report to parents 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 The school building needs significant repair Teachers do not have adequate workspace (e.g., for preparation, collaboration, or meeting with students) Teachers do not have adequate instructional materials and supplies The school classrooms are not cleaned often enough The school classrooms need maintenance work Teachers do not have adequate technological resources 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 Discuss how to teach a particular topic Collaborate in planning and preparing instructional materials Share what I have learned about my teaching experiences Visit another classroom to learn more about teaching Work together to try out new ideas Work as a group on implementing the curriculum 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 Inspiring students to learn science Explaining science concepts or principles by doing science experiments Providing challenging tasks for the highest achieving students Adapting my teaching to engage students’ interest Helping students appreciate the value of learning science Assessing student comprehension of science Improving the understanding of struggling students Making science relevant to students Developing students’ higher-order thinking skills 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 Differences among major taxonomic groups of organisms (plants, animals, fungi, mammals, birds, reptiles, fish, amphibians) Major organs and organ systems in humans and other organisms (structure/function, life processes that maintain stable bodily conditions) Cells, their structure and functions, including respiration and photosynthesis as cellular processes Life cycles, sexual reproduction, and heredity (passing on of traits, inherited versus acquired/learned characteristics) 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) Interdependence of populations of organisms in an ecosystem (e.g., energy flow, food webs, competition, predation) and factors affecting population size in an ecosystem Human health (causes of infectious diseases, methods of infection, prevention, immunity) and the importance of diet and exercise in maintaining health Chemistry Classification, composition, and particulate structure of matter (elements, compounds, mixtures, molecules, atoms, protons, neutrons, electrons) Physical and chemical properties of matter Mixtures and solutions (solvent, solute, concentration/dilution, effect of temperature on solubility) Properties and uses of common acids and bases Chemical change (transformation of reactants, evidence of chemical change, conservation of matter, common oxidation reactions – combustion, rusting, tarnishing) The role of electrons in chemical bonds Physics 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) Energy forms, transformations, heat, and temperature Basic properties/behaviors of light (reflection, refraction, light and color, simple ray diagrams) and sound (transmission through media, loudness, pitch, amplitude, frequency) Electric circuits (flow of current; types of circuits - parallel/series) and properties and uses of permanent magnets and electromagnets Forces and motion (types of forces, basic description of motion, effects of density and pressure) Earth Science Earth’s structure and physical features (Earth’s crust, mantle, and core; composition and relative distribution of water, and composition of air) Earth’s processes, cycles, and history (rock cycle; water cycle; weather versus climate; major geological events; formation of fossils and fossil fuels) Earth’s resources, their use and conservation (e.g., renewable/nonrenewable resources, human use of land/soil, water resources) 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 Teachers’ understanding of the school’s curricular goals Teachers’ degree of success in implementing the school’s curriculum Teachers’ expectations for student achievement Teachers’ ability to inspire students Teachers working together to improve student achievement Parental involvement in school activities Parental commitment to ensure that students are ready to learn Parental expectations for student achievement Parental support for student achievement Parental pressure for the school to maintain high academic standards Students’ desire to do well in school Students’ ability to reach school’s academic goals Students’ respect for classmates who excel academically Clarity of the school’s educational objectives Collaboration between school leadership and teachers to plan instruction Amount of instructional support provided to teachers by school leadership 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 Teachers’ understanding of the school’s curricular goals Teachers’ degree of success in implementing the school’s curriculum Teachers’ expectations for student achievement Teachers’ ability to inspire students Parental involvement in school activities Parental commitment to ensure that students are ready to learn Parental expectations for student achievement Parental support for student achievement Students’ desire to do well in school Students’ ability to reach school’s academic goals Students’ respect for classmates who excel academically 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 I am content with my profession as a teacher I am satisfied with being a teacher at this school I find my work full of meaning and purpose I am enthusiastic about my job My work inspires me I am proud of the work I do 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 I am content with my profession as a teacher I find my work full of meaning and purpose I am enthusiastic about my job My work inspires me 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 Students lacking prerequisite knowledge or skills Students suffering from lack of basic nutrition Students suffering from not enough sleep Disruptive students Uninterested students Students with physical disabilities 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 Students lacking prerequisite knowledge or skills Students suffering from lack of basic nutrition Students suffering from not enough sleep Students absent from class Disruptive students Uninterested students Students with mental, emotional, or psychological impairment 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 Listen to me explain new science content Observe natural phenomena such as the weather or a plant growing and describe what they see Watch me demonstrate an experiment or investigation Design or plan experiments or investigations Conduct experiments or investigations Present data from experiments or investigations Interpret data from experiments or investigations Use evidence from experiments or investigations to support conclusions Read their textbooks or other resource materials Have students memorize facts and principles Use scientific formulas and laws to solve routine problems Do field work outside the class Take a written test or quiz Work in mixed ability groups 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 Listen to me explain new science content Observe natural phenomena and describe what they see Watch me demonstrate an experiment or investigation Design or plan experiments or investigations Conduct experiments or investigations Present data from experiments or investigations Interpret data from experiments or investigations Use evidence from experiments or investigations to support conclusions Read their textbooks or other resource materials Have students memorize facts and principles Use scientific formulas and laws to solve routine problems Do field work outside the class Work in mixed ability groups 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 Practice skills and procedures Look up ideas and information Do scientific procedures or experiments 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 Practice skills and procedures Look up ideas and information Do scientific procedures or experiments Study natural phenomena through simulations 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 Differences among major taxonomic groups of organisms (plants, animals, fungi, mammals, birds, reptiles, fish, amphibians) Major organs and organ systems in humans and other organisms (structure/function, life processes that maintain stable bodily conditions) Cells, their structure and functions, including respiration and photosynthesis as cellular processes Life cycles, sexual reproduction, and heredity (passing on of traits, inherited versus acquired/learned characteristics) 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) Interdependence of populations of organisms in an ecosystem (e.g., energy flow, food webs, competition, predation) and factors affecting population size in an ecosystem Human health (causes of infectious diseases, methods of infection, prevention, immunity) and the importance of diet and exercise in maintaining health Chemistry Classification, composition, and particulate structure of matter (elements, compounds, mixtures, molecules, atoms, protons, neutrons, electrons) Physical and chemical properties of matter Mixtures and solutions (solvent, solute, concentration/dilution, effect of temperature on solubility) Properties and uses of common acids and bases Chemical change (transformation of reactants, evidence of chemical change, conservation of matter, common oxidation reactions – combustion, rusting, tarnishing) The role of electrons in chemical bonds Physics 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) Energy forms, transformations, heat, and temperature Basic properties/behaviors of light (reflection, refraction, light and color, simple ray diagrams) and sound (transmission through media, loudness, pitch, amplitude, frequency) Electric circuits (flow of current; types of circuits - parallel/series) and properties and uses of permanent magnets and electromagnets Forces and motion (types of forces, basic description of motion, effects of density and pressure) Earth Science "Earth’s structure and physical features (Earth’s crust, mantle, and core; composition and relative distribution of water, and composition of air)" Earth’s processes, cycles, and history (rock cycle; water cycle; weather versus climate; major geological events; formation of fossils and fossil fuels) Earth’s resources, their use and conservation (e.g., renewable/nonrenewable resources, human use of land/soil, water resources) 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 Differences among major taxonomic groups of organisms (plants, animals, fungi, mammals, birds, reptiles, fish, amphibians, insects) Major organs and organ systems in humans and other organisms (structure/function, life processes) Cells, their structure and functions, including respiration and photosynthesis as cellular processes Life cycles, sexual reproduction, and heredity (inherited versus acquired/learned characteristics) Role of variation and adaptation in survival/extinction of species (including fossil evidence) Interdependence of populations of organisms in an ecosystem (e.g., carbon and water cycles, energy flow, food webs, competition, predation, human impacts on ecosystems) 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 Particulate structure, classification, and composition of matter (protons, neutrons, electrons, atoms, molecules, elements, compounds, mixtures) The periodic table as an organizing principle for the known elements Physical and chemical properties of matter Mixtures and solutions (e.g., solvent, solute, concentration/dilution) 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) Characteristics of chemical reactions (e.g., transformation of reactants, evidence of chemical change) Matter and energy in chemical reactions (conservation of matter, familiar exothermic and endothermic reactions, factors affecting reaction rates) The role of electrons in chemical bonds Physics 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) Energy transformation and transfer (e.g., forms of energy, energy conservation, heat temperature, equilibrium) Basic properties/behaviors of light (reflection, refraction, color, shadows, simple ray diagrams) Basic properties/behaviors of sound (vibrations that produce sound, transmission through media, loudness, pitch) Electric circuits (e.g., electrical conductors/insulators and the flow of electricity in series/parallel circuits) Properties and uses of permanent magnets and electromagnets 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 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) Earth’s processes, cycles, and history (e.g., rock cycle, major geological events, formation of fossils and fossil fuels, water cycle, weather versus climate) Earth’s resources, their use, and conservation (e.g., renewable/nonrenewable resources, human use of land and water resources) 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 Assessment of students’ ongoing work Classroom tests (for example, teacher-made or textbook tests) 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 Observing students as they work Asking students to answer questions during class Short, regular written assessments Longer tests (e.g., unit tests or exams) 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 At home At school 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 Parent/Guardian A 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 Parent/Guardian A 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 I feel tired 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 I like being in school I feel safe when I am at school I feel like I belong at this school I like to see my classmates at school Teachers at my school are fair to me I am proud to go to this school 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 I like being in school I feel safe when I am at school I feel like I belong at this school Teachers at my school are fair to me 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 Made fun of me or called me names Left me out of their games or activities Spread lies about me Stole something from me Hit or hurt me (e.g., shoving, hitting, kicking) Made me do things I didn’t want to do Shared embarrassing information about me Posted embarrassing things about me online 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 Made fun of my clothes Said mean things about my physical appearance (e.g., my hair, my size) Spread lies about me Shared my secrets with others Refused to talk to me Insulted a member of my family Stole something from me Made me do things I didn't want to do Shared embarrassing information or photos of me Send me mean messages or e-mails. Threatened me Physically hurt me Excluded me from their group (e.g., parties, messaging) 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 I know what my teacher expects me to do My teacher is easy to understand I am interested in what my teacher says My teacher gives me interesting things to do My teacher has clear answers to my questions My teacher is good at explaining mathematics My teacher lets me show what I have learned My teacher does a variety of things to help us learn My teacher tells me how to do better when I make a mistake 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 I know what my teacher expects me to do My teacher is easy to understand My teacher gives me interesting things to do My teacher has clear answers to my questions My teacher is good at explaining mathematics My teacher lets me show what I have learned My teacher does a variety of things to help us learn My teacher tells me how to do better when I make a mistake My teacher listens to what I have to say My teacher links new lessons to what I already know My teacher explains a topic again when we don’t understand My teacher lets me explain why my answer is correct My teacher asks me to work on mathematics problems on my own 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 I know what my teacher expects me to do My teacher is easy to understand I am interested in what my teacher says My teacher gives me interesting things to do My teacher has clear answers to my questions My teacher is good at explaining science My teacher lets me show what I have learned My teacher does a variety of things to help us learn My teacher tells me how to do better when I make a mistake 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 I know what my teacher expects me to do My teacher is easy to understand My teacher gives me interesting things to do My teacher has clear answers to my questions My teacher is good at explaining science My teacher lets me show what I have learned My teacher does a variety of things to help us learn My teacher tells me how to do better when I make a mistake My teacher listens to what I have to say My teacher links new lessons to what I already know My teacher lets me explains a topic again when we don’t understand. My teacher lets me explain why my answer is correct My teacher asks me to conduct science experiments My teacher encourages me to discuss the results of our science experiments