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© 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866 International Comparative.

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Presentation on theme: "© 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866 International Comparative."— Presentation transcript:

1 © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866 International Comparative Assessments: Using TIMSS to illustrate Assessment Types, Purposes, & Goals VIPP Korean Physics Teacher Summer Institute August 9, 2005 Leland S. Cogan Michigan State University

2 Focusing solely upon cross-national differences in student attainments presupposes that the entire schooling process – educational goals, curriculum, and pedagogy – are invariant across countries. Such a focus precludes the possibility on constructing useful explanations for these differences – explanations necessary to inform policy and practice…These simple facts must be remembered in the design and execution of any serious cross- national studies of education. Characterizing Pedagogical Flow, 1996, p. 137

3 The SMSO project tried to marry these two approaches, combining discourse-driven qualitative methodology with traditional quantitative instrument validation methods to develop more sensitive and responsive questionnaire instruments. This hybrid approach is more labor intensive than traditional survey methodology, but the SMSO experience suggests its merits are enough to warrant careful consideration by others engaged in similar enterprises. Characterizing Pedagogical Flow, 1996, p. 23

4 © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866 How long do teachers teach the same students?

5 © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866 Critical Aspects of Educational Assessment Assessment Goals – Policy Perspective –Instructional Management –Student Selection/Certification –Accountability & Program Evaluation Purposes of Assessments – Student Perspective –Measuring Learning from Instruction –Measuring Aptitude/Competence –Documenting Achievement Assessment Types –Multiple Choice –Short Answers\ –Extended Constructed Response

6 Intended Curriculum: system-wide policies, plans, & goals Implemented curriculum: goals, strategies, & practices carried out in classrooms Attained curriculum: pupil knowledge, skills, & attitudes Tripartite Model of Curriculum © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

7 Intended Curriculum: system-wide policies, plans, & goals Implemented curriculum: goals, strategies, & practices carried out in classrooms Attained curriculum: pupil knowledge, skills, & attitudes Tripartite Model of Curriculum © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866 Textbooks?

8 Intended Curriculum: system-wide policies, plans, & goals Implemented curriculum: goals, strategies, & practices carried out in classrooms Attained curriculum: pupil knowledge, skills, & attitudes Tripartite Model of Curriculum © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866 Potentially Implemented curriculum: Textbooks published according to a system’s intentions

9 From School Districts –Topic Trace Maps From Systems –Textbooks From Teachers –Teacher Content Goals From Students –Student Assessment Sources of Data © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866 Intended Implemented Attained Potentially Implemented

10 TIMSS Science Framework © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866 Examines content and performance expectation Content examines: –What topics are intended? –When are topics intended? Performance expectation examines: –What student performances are expected? Procedure is designed to be Low Inference

11 TIMSS 1995 Science Framework - An Example © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

12 Examining the Curriculum © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866 Curricular Variation Across Systems: The Intended Curriculum

13 © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866 Number of Science Topics Intended by Standards for Each Grade

14 High Achieving Countries’ Science Standards © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

15 High Achieving Countries’ Science Standards © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

16 High Achieving Countries’ Science Standards © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

17 High Achieving Countries’ Life Science Standards

18 © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866 High Achieving Countries’ Physical Science Standards

19 © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866 High Achieving Countries’ Earth Science Standards

20 © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866 High Achieving Countries’ Environmental Science Standards

21 Standards Compared with Top-Achieving Countries’ Profile © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

22 Examining the Curriculum © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866 Curricular Variation Across Systems: The Potentially Implemented Curriculum

23 TIMSS Coding Procedure © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866 Code all pages in each text –Pages are divided into units and blocks Include introduction, all narrative, graphs and pictures Exclude table of contents, index, answer section, glossary, appendices Requires an average of 250-350 hours per textbook

24 Distribution of Performance Expectations in Population 2 Textbooks for Chemical Properties of Matter © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

25 Examining the Curriculum © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866 Curricular Variation Across Systems: The Implemented Curriculum

26 Instructional Content Constructs © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866 Exposure Time (OTL) Curricular Complexity or Degree of Challenge Curricular Structure Level of Cognitive Complexity Curricular Coherence Curricular Focus

27 Measuring Teachers’ Science Instruction © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866 Prompt:

28 Measuring Teachers’ Physical Science Instruction © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

29 Measuring Teachers’ Physical Science Instruction © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

30 Average Percent Teaching Time in Science Areas at Each Grade for District 1 © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

31 Average Percent Teaching Time in Science Areas at Each Grade for District 2 © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

32 Average Percent Teaching Time in Nine Broad Science Areas at Each Grade for District 1 © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

33 Average Percent Teaching Time in Nine Broad Science Areas at Each Grade for District 2 © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

34 International Grade Placement of Curriculum Content Across Districts © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866 Grade International Grade Placement (IGP)

35 Examples of the International Grade Placement (IGP) Index © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

36 Examining the Curriculum © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866 Teacher Subject Matter Readiness

37 Teachers’ Academic Preparation and Instructional Confidence © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

38 Middle School Science Teacher Preparedness - Self Reported © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

39 High School Science Teacher Preparedness - Self Reported © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

40 Examining the Curriculum © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866 What Students Do: The Attained Curriculum

41 Number of Science Courses Offered in 7 Districts © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

42 Number of Course Patterns for Meeting High School Science Requirement in 7 Districts © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

43 Earth Science 1Earth Science 2 Biology 1Biology 2 Physical Science 1 Physical Science 2 Gen. Life Sci. 1Gen. Life Sci. 2 Anatomy/Physio. 1 Anatomy/Physio. 2 AP Biology 1 AP Biology 2 Chemistry 1 Chemistry 2 CP Biology 1 CP Biology 2 AP Chemistry 1AP Chemistry 2 Physics 1 Physics II CP Chemistry 1CP Chemistry 2 Master Research Master Program Gen. Sci. 1Gen. Sci. 2 Gen. Sci. 3 Gen. Sci. 4 Diagram of Science Course-Taking Sequences in District F

44 Average Percent Correct on 1995 TIMSS Science Items © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

45 Average Percent Correct on TIMSS 1995 End-of-Secondary Science Literacy Test © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

46 Boxplots of Average Percent Correct on Physical Science Strands for All PROM/SE Elementary Schools at Each Grade © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

47 Boxplots of Average Percent Correct on Physical Science Strands for All PROM/SE Middle Schools at Each Grade © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

48 Average Percent Correct on PROM/SE Science Items by Type of High School Science Courses © 2005 MSU PROM/SE Promoting Rigorous Outcomes in Mathematics and Science Education, Supported by NSF Cooperative Agreement EHR-0314866

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