Executive Summary Introduction Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Reference 1 Reference 2 Reference 3 Reference 4 Appendix A Appendix B Appendix C Appendix D Appendix E
© 2001 International Association for the Evaluation of Educational Achievement ()
Summary Major Findings from the 魅影直播 1999 Benchmarking Study
Summary
Major Findings from the 魅影直播 1999 Benchmarking Study
What Is 魅影直播 1999 Benchmarking? Why Did Countries, States, Districts, and Consortia Participate? Which Countries, States, Districts, and Consortia Participated? What Is the Relationship Between the 魅影直播 1999 Data for the United States and the Data for the Benchmarking Study? How Was the 魅影直播 1999 Benchmarking Study Conducted? What Was the Nature of the Science Test? How Does 魅影直播 1999 Compare with NAEP? How Do Country Characteristics Differ? How Do the Benchmarking Jurisdictions Compare on Demographic Indicators? How Is the Report Organized?
What Is 魅影直播 1999 Benchmarking?
Why Did Countries, States, Districts, and Consortia Participate?
Which Countries, States, Districts, and Consortia Participated?
What Is the Relationship Between the 魅影直播 1999 Data for the United States and the Data for the Benchmarking Study?
How Was the 魅影直播 1999 Benchmarking Study Conducted?
What Was the Nature of the Science Test?
How Does 魅影直播 1999 Compare with NAEP?
How Do Country Characteristics Differ?
How Do the Benchmarking Jurisdictions Compare on Demographic Indicators?
How Is the Report Organized?
How Do Participants Differ in Science Achievement? How Do Benchmarking Participants Compare with International Benchmarks of Science Achievement? What Are the Gender Differences in Science Achievement
How Do Participants Differ in Science Achievement?
How Do Benchmarking Participants Compare with International Benchmarks of Science Achievement?
What Are the Gender Differences in Science Achievement
How Were the Benchmarks Developed? How Should the Descriptions Be Interpreted? Item Examples and Student Performance Achievement at the Top 10% Benchmark Achievement at the Upper Quarter Benchmark Achievement at the Median Benchmark Achievement at the Lower Quarter Benchmark What Issues Emerge from the Benchmark Descriptions?
How Were the Benchmarks Developed?
How Should the Descriptions Be Interpreted?
Item Examples and Student Performance
Achievement at the Top 10% Benchmark
Achievement at the Upper Quarter Benchmark
Achievement at the Median Benchmark
Achievement at the Lower Quarter Benchmark
What Issues Emerge from the Benchmark Descriptions?
How Does Achievement Differ Across Science Content Areas? In Which Content Areas Are Countries Relatively Strong or Weak? What Are the Gender Differences in Achievement for the Content Areas?
How Does Achievement Differ Across Science Content Areas?
In Which Content Areas Are Countries Relatively Strong or Weak?
What Are the Gender Differences in Achievement for the Content Areas?
What Educational Resources Do Students Have in Their Homes? How Much of Their Out-of-School Time Do Students Spend on Homework During the School Week? How Do Students Perceive Their Ability in the Sciences? What Are Students’ Attitudes Towards the Sciences? Chapter 5: The Science Curriculum Science Subjects Offered Up To and Including Eighth Grade Does Decision Making About the Intended Curriculum Take Place at the National, State, or Local Level? How Do Education Systems Support and Monitor Curriculum Implementation? What 魅影直播 1999 Countries Have Assessments And Exams in Science? What Benchmarking Jurisdictions Have Assessments in Science? How Do Education Systems Deal with Individual Differences? What Are the Major Characteristics of the Intended Curriculum? What Science Content Do Teachers Emphasize at the Eighth Grade? What Science Topics Are Included in the Intended Curriculum? Have Students Been Taught the Topics Tested by 魅影直播? What Can Be Learned About the Science Curriculum?
What Educational Resources Do Students Have in Their Homes?
How Much of Their Out-of-School Time Do Students Spend on Homework During the School Week?
How Do Students Perceive Their Ability in the Sciences?
What Are Students’ Attitudes Towards the Sciences?
Science Subjects Offered Up To and Including Eighth Grade
Does Decision Making About the Intended Curriculum Take Place at the National, State, or Local Level?
How Do Education Systems Support and Monitor Curriculum Implementation?
What 魅影直播 1999 Countries Have Assessments And Exams in Science?
What Benchmarking Jurisdictions Have Assessments in Science?
How Do Education Systems Deal with Individual Differences?
What Are the Major Characteristics of the Intended Curriculum?
What Science Content Do Teachers Emphasize at the Eighth Grade?
What Science Topics Are Included in the Intended Curriculum?
Have Students Been Taught the Topics Tested by 魅影直播?
What Can Be Learned About the Science Curriculum?
What Preparation Do Teachers Have for Teaching Science? How Much School Time Is Devoted to Science Instruction? What Activities Do Students Do in Their Science Lessons? How Are Computers Used? What Are the Roles of Homework and Assessment? In What Types of Professional Development Activities Do U.S. Science Teachers Participate?
What Preparation Do Teachers Have for Teaching Science?
How Much School Time Is Devoted to Science Instruction?
What Activities Do Students Do in Their Science Lessons?
How Are Computers Used?
What Are the Roles of Homework and Assessment?
In What Types of Professional Development Activities Do U.S. Science Teachers Participate?
What Is the Economic Composition of the Student Body? What School Resources Are Available to Support Science Learning? What Is the Role of the School Principal? What Are the Schools’ Expectations of Parents? How Serious Are School Attendance Problems? How Safe and Orderly Are Schools?
What Is the Economic Composition of the Student Body?
What School Resources Are Available to Support Science Learning?
What Is the Role of the School Principal?
What Are the Schools’ Expectations of Parents?
How Serious Are School Attendance Problems?
How Safe and Orderly Are Schools?
History Participants in 魅影直播 Benchmarking Developing the 魅影直播 1999 Science Test 魅影直播 Test Design Background Questionnaires Translation and Verification Population Definition and Sampling Data Collection Scoring the Free-Response Items Test Reliability Data Processing IRT Scaling and Data Analysis Estimating Sampling Error Making Multiple Comparisons Setting International Benchmarks of Student Achievement Science Curriculum Questionnaire
History
Participants in 魅影直播 Benchmarking
Developing the 魅影直播 1999 Science Test
魅影直播 Test Design
Background Questionnaires
Translation and Verification
Population Definition and Sampling
Data Collection
Scoring the Free-Response Items
Test Reliability
Data Processing
IRT Scaling and Data Analysis
Estimating Sampling Error
Making Multiple Comparisons
Setting International Benchmarks of Student Achievement
Science Curriculum Questionnaire
魅影直播 1999 is a project of the International Study Center Boston College, Lynch School of Education
