2003 92115 1 2003 25 50 1601 229 37 24 17 15 7 38 26 18 18 52.3 55.8 54.1 52.5 48.6 48.0 90% 85% 90% 83% 65.1 61.2 54.4 43.3 TIMSS
2003 92115 1 2003 1991 IAEP 1990-1991 Educational Testing Service International Assessment of Educational Progress, IAEP Lapointe, et al., 1992 20 14 1814 IAEP 62 15 IAEP 32 9 6 8 7 52 15 10 12 12 50 15 15 10 10 IAEP 24 25 13 40 41 19 35 35 30 3 1 61.2 67.2 63.9 67.6 61.8 63.2 67.1 69.3 69.2 72.8 64.2 68.5 66.7 58.5 76.1 55.7 1991 IAEP 68 1 2003 2002 2
2003 92115 IAEP 1999 TIMSS-R The International Association for the Evaluation of Education Achievement IEA 1999 The Trends in International Mathematics and Science Study TIMSS TIMSS IEA IEA 1959 1990 1999 TIMSS- R 38 TIMSS-R TIMSS- R TIMSS- R TIMSS 2003 TIMSS-R IEA 2002 field test 2003 main survey TIMSS 2003 TIMSS 2003 23 46 TIMSS 2003 2003 3
2003 92115 TIMSS 2003 International Study Center ISC 90 91 2002 2003 2003 2002 TIMSS 2003 2003 TIMSS 2003 TIMSS 2003 TIMSS 2003 TIMSS Assessment Frameworks and Specifications 2003, Mullis et al., 2001 1991 IAEP 70 40 15 20 15 10 20% 20% 40% 20% 37 15 24 17 7 26 18 38 18 1991 IAEP TIMSS 2003 4
2003 92115 1991 IAEP 1991 IAEP TIMSS 2003 52% 15% 10% 13% 11% 40 35% 25% ( ) (32) (9) (6) (8) (6) (25) (22) (14) TIMSS 2003 50% 15% 15% 10% 10% 35% 35% 30% 37% ( ) (85) 24% (55) 17% (39) 7% (17) 15% (33) 26 (60) 18% (41) 38% (86) 18% (42) 40% 15% 20% 15% 10% 20% 20% 40% 20% IAEP TIMSS 2003 10% 15% 50% 40% 15% 10% 0 20% 30% 40% 20 35% 20% 1991 IAEP TIMSS 2003 1991 IAEP TIMSS 2003 ( ) 1 5
2003 92115 2 patterns 3 / 4 5 TIMSS 2003 Mullis, et al., 2001 1 2 3 4 6
2003 92115 TIMSS 2003 229 104 1/2 112 2 13 TIMSS 2003 1/2 85 55 39 17 33 60 41 86 42 TIMSS2003 23 20 42 10 85 37 13 2 30 10 55 24 19 9 4 7 39 17 2 5 9 1 17 7 3 5 11 14 33 15 60 2641 1886 3842 18 229 100 TIMSS 2003 25 50 1601 229 35 5 1601 220 TIMSS 2003 TIMSS 2003 7
2003 92115 8 TIMSS 2003 r r 14 4 5 3 50 32 22 29 27 1 2 229 54
2003 92115 9 54 31 31 31 37 50.2% 39.9% 4.6% 8.8% 30 75.4% 21.1% 0.4% 48.2% 40 85 0 57 12 7 9 9 11 37 1
2003 92115 10 87% 50 8 8 7.3 21.0 2 1 70-90% 85% 90% 83% 10% 61.6% 2 71.8
2003 92115 11 3 1 57 37 21 16 21 72.9 69.0 83.6 72.6 21 30% 2 16 6 6 20 1 2 3 4
2003 92115 12 - - 1 70% 12-96% 3 45.9% 42.9% 43.7% 2 1 47.3% 47.3% 20 0.3 0.3 20
2003 92115 13 13.7% 81.1% 3 26.4% 1 a b x x 70% 2 a b x x 40% 2 a x b x 22.6% 2 1 2 1 10.9% 55 11 44 1/5
2003 92115 14 69.6 55 44 1 70 36.4% 43.4% 30.0% 55.9% 55.4% 44.6 8 40 11 15 3 25 2 34.9 44.3 28.6 41.6 0 34.9 0 3
2003 92115 15 50.3 56.2 4 4 5 42 13 39 6 2-3- 14 3 9 7 90 90 32.3% 64.2% 2-3-
2003 92115 16 85 4 30.3 38.1 4 14 6 1 2 3 70.3 60 70% 51.2 75.4 53.7% 60
2003 92115 17 16.2 17 1 8 8 7 67.2 85.9 68.3 33 9 14 10
2003 92115 18 4 22.4 58.0 4 4 81.9% 37.9 14 10 96.1 80.0 6 6 709 16.0 55 37 6 43 10 6 3 1 25% TIMSS 2003 52.3 55.8 54.1 52.5 48.6 48.0
2003 92115 50.0 47.9 44.9 49.8 42.6 TIMSS 2003 23 TIMSS 2003 70 TIMSS 2003 229 74-50.0 42.6 47.9 44.9 49.8 56.5 55.7 50.0 39.5 55.8 48.0 54.1 52.5 48.6 65.1 61.2 54.4 43.3 ( ) 52.3 47.5 TIMSS 2003 65.1 61.2 54.5 43.3 56.5 55.7 50.0 39.5 TIMSS 2003 23 TIMSS 2003 229 37 24 17 15 7 85 55 39 33 17 38 26 18 18 86 60 42 41 1991 IAEP IAEP TIMSS 2003 IAEP 19
2003 92115 (Lapointe, et al., 1992) TIMSS 2003 229 74 32 25 17 16 3 14 11 7 7 1 6 55.8 54.1 52.5 48.6 48.0 90% 85% 90% 83% 79.3 TIMSS 2003 1991 IAEP 72.8 69.3 69.2 67.1 64.2 50 2 3 2 3 20
2003 92115 21 3 50 65.1 61.2 54.4 43.3 TIMSS 2003 23 1991 IAEP N-2-2 TIMSS 32
2003 92115 3-33 1 Lapointe, A. E., Mead, N. A., & Askew, J. M. (1992). Learning matheamtics. Educational Testing Service. 2 Mullis, I. S, Martin, M.O., Smith, T.A, Garden, R.A, Gregory, K.D, Gonzalez, E.J, Chrostowski, S.J & O conner, K.M. (2001). TIMSS Assessment Framework and specification 2003, International Study Center. Lynch School of Education, Boston College. 3 90 ( ) (NSC90-2511-S-003-035-; NSC90 -MOE-S-003-004-) 4 91 2003 ( ) (NSC91-2511-S-003-043-; NSC91-MOE-S-003-002-) 5 ( 90) 2003 22
2003 92115 (Number) 6-1(92.6) 7-23(87.1) 2 3-32 74.8 6-39(90.0) 7-9 80.4 3 5-34 91.8 1 1-32(47.8) 1 1-23 45.4 1 5-14(7.3) 1 4-39(88.5) 5-13(92.7) 5-25(92.7) 1-24(81.7 6-3(66.2) 4-38(93.5 6-40(79.2) 9 1-34(89.5 3-12(82.6 7-25 61.6 1 2-41 71.8 1 4-37 76.5 6-49a(49.4) 6-51b(17.7) 6-51c(0.9) 2-54b(9.7) 2-54a(55.9) 2-53a(49.8) 2-53b(51.5) 3-22(28.0) 2-55c(38.3) 6-49b(15.6) 9 6-50a 33.8 6-50b 4.3 2-55a(18.5) 2-55b(38.3) 2-56 13.7 6-51a(27.7) 1-33(47.6) 1-35(83.8) 4-2(72.6) 3-14(70.8) 3-15(89.0) 5-26(92.3) 3-33 26.5 5-27(80.0) 5-35(75.8) 5-36 50.0 6-2(61.0) 6-41 86.1 7-10 53.0 6-42a 75.8 6-43 66.2 7-11(87.5 7 17 7-24 29.3 2-42 43.6 1-13 25.3 4-1(72.9) 4 3-32 74.8 3 32 74.8% 23
2003 92115 MATHEMATICS ACHIEVEMENT OF FOURTH-GRADERS OF TAIWAN PERFORMED IN TIMSSS 2003 FIELD TEST Pi-Jen Lin Wen-Huan Tsai National Hsin-Chu Teachers College ABSTRACT The study was intended to investigate fourth-graders mathematics achievement of TIMSS 2003 field test. The 1601 samples from 50 classes of 25 elementary schools were processed by the International Study Center of America. 229 items consist of five mathematics content domains and four cognitive domains. Five content domains were number (37%), measurement (24%), geometry (17%), algebra (15%), and data (7%). Four cognitive domains knew concepts (26%), using concepts (18%), solving problems (38%), and reasoning (18%). The proportion of correct in average was 52.3%. The performance that students performed in the five content areas were in order of number, geometry, data, algebra, and measurement, its percentage of correct 55.8% 54.1% 52.5% 48.6% 48.0%, respectively. Particularly, students performed best in operations of addition, subtraction, multiplication, and division. Excepting algebra, students of Taiwan in each other four content areas and four cognitive areas achieved better than international students. The students achievement in the four cognitive areas from high to low was knowing concepts, using concepts, solving problems, and reasoning, corresponding to percentage correct 65.1%, 61.2%, 54.4%, and 43.3%. The study found that the potential factors of affecting students achievement in the field test included the content unlearned, assessment format, inappropriate items, vague statement of the items, contexts referred to the items, authentic contexts when deciding for an answer. Key words: international mathematics achievement, fourth-graders, TIMSS 24