平衡数量全球教会目标 ： TIMSS 如如何提供帮助者(汉)

How TIMSS helps Monitoring progress towards SustainableDevelopment Goal 4 using TIMSS (Trends inInternational Mathematics and Science Study) Why this booklet? This booklet has been prepared for the internationalrelease of TIMSS (Trends in International Mathematicsand Science Study) 2019 and in the context of the study’sefforts to advance the global Sustainable DevelopmentGoal (SDG) 4, monitoring progress and promotingappropriate national, regional and international toolsfor measuring learning outcomes. report,TIMSS 2019 International Results in Mathematicsand Science1, and additional analyses conducted byIEA and United Nations Educational, Scientific andCultural Organization (UNESCO). This booklet providesfurther insights on how learning assessments notonly can help monitor, but also improve learningoutcomes through interventions related to equity,school violence, learning environment or teacherqualifications. In addition, it shows how learningis associated with particular factors that also needto be closely monitored. These include children’searly childhood experiences, their motivation andeducational aspirations, their home background, aswell as their learning and teaching environments. TIMSS is a flagship study of the International Associationfor the Evaluation of Educational Achievement (IEA),and TIMSS 2019 marks the seventh cycle of the study,providing 24 years of trends. Conducted every fouryears since 1995, TIMSS has been a valuable toolfor monitoring international trends in mathematicsand science achievement at the fourth and eighthgrades. From the 2019 cycle onwards, an innovativecomputerized version of TIMSS enables countries toinvestigate complex areas of the mathematics andscience framework that are difficult to measure withtraditional paper and pencil tests. UNESCOand IEA have released this booklet toincreaseparticipants’understanding of TIMSSfindings and their relevance for policy-making, theapplicationof learning assessments to measureglobaleducation targets,and actions needed totranslate the Education 2030 Agenda commitmentsinto national education development efforts. The analyses presented in this booklet are based onresultspresented in the TIMSS 2019 international For over 60 years, IEA (iea.nl) has been conductinginternationallarge-scale assessments(ILSAs)oneducationalachievement and other aspects ofeducation, including TIMSS, with the aim of gainingin-depth understanding of the effects of policies andpractices within and across systems of education. TheTIMSS school,teacher,student and homequestionnaires gather extensive information aboutthe contextual factors at school and home whichareknown to be associated with learning andstudents’achievement.These include details onhow the education system is organized to facilitatelearning, students’ home environment and supportsfor learning, school climate and resources, and howinstruction usually occurs in classrooms. TIMSS alsopublishes an encyclopedia that provides rich dataabout each country’s educational context for learningmathematics and science2. TIMSS is directed by the TIMSS & PIRLS InternationalStudy Center in the Lynch School of Education atBoston College (timssandpirls.bc.edu), working in closecooperation with the IEA and the national centre of theparticipating countries. TIMSS and PIRLS (Progress inInternational Reading Literacy Study; an internationalassessment of reading), together comprise IEA’s corecycleof studies measuring achievement in threefundamentalsubjects—mathematics,science andreading. Seventy-twoeducational systems participated inTIMSS 2019, including 64 countries and dependentterritories, and 8 benchmarking entities. Conductedevery four years at the fourth and eighth grades, TIMSShas a quasi-longitudinal design, with the fourth-gradestudent cohort assessed four years later at the eighthgrade. Assessing fourth-grade students can providean early warning for necessary curricular reforms,and the effectiveness of these reforms can be furthermonitored at the eighth grade four years later. TIMSS provides internationally comparative data onhow students perform in mathematics and science.Like the previous TIMSS assessments (conducted in1995, 1999, 2003, 2007, 2011 and 2015), TIMSS 2019collected detailed information about curriculum andcurriculumimplementation,instructional practicesand school resources. THE ROSETTA STONE PROJECT benchmarks on the TIMSS and PIRLS achievementscales, enabling countries to measure progress towardSDG target 4.1 (see page 6 of booklet). Rosetta Stone is a collaborative project proposed byIEA and TIMSS & PIRLS International Study Center, andled by the UNESCO Institute for Statistics. The concordance table would represent the ‘RosettaStone’, analogous to the original Rosetta Stone whichprovided a link between the Greek script and Egyptianhieroglyphics. TheRosetta Stone project aims to provide aconcordancetable and confidence regions3 thatwill allow for associating countries’ achievement