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ERIC Number: ED491191
Record Type: Non-Journal
Publication Date: 2006-Mar
Pages: 174
Abstractor: ERIC
Reference Count: 13
Comparing Science Content in the National Assessment of Educational Progress (NAEP) 2000 and Trends in International Mathematics and Science Study (TIMSS) 2003 Assessments. Technical Report. NCES 2006-026
Neidorf, Teresa Smith; Binkley, Marilyn; Stephens, Maria
National Center for Education Statistics
This technical report describes a study that was undertaken to compare the content of two recent fourth-and eighth-grade assessments in science: the NAEP 2000 assessment and the Trends in International Mathematics and Science Study (TIMSS) 2003 assessment. Its aim is to provide information that will be useful for interpreting and comparing the results from the two assessments, based on an in-depth look at the content of the respective frameworks and assessment items. The report draws upon information provided by the developers of the assessments, as well as data obtained from an expert panel convened to compare the frameworks and items from the two assessments on various dimensions. The frameworks were compared with respect to: (1) how each assessment organizes and defines the science content, cognitive skills, and science processes to be assessed at each grade level; (2) the main content areas included and the set of topics covered in each; (3) how each assessment addresses scientific investigation or inquiry; and (4) the types and distribution of item formats used. The similarities and differences between NAEP and TIMSS are presented in this report for consideration when making meaningful comparisons and interpretations of the achievement results from the two assessments. While NAEP and TIMSS show similarities, particularly at the broad content area and topic level, differences are revealed by examining in more detail what the items in each assessment measure. (Contains 21 tables, 8 exhibits, and 11 figures.) Appended are: (1) Content Framework Summary Documents; (2) Summary Information on Cognitive Domains and Scientific Inquiry; (3) Expert Panel; (4) Methodological Notes and Supplementary Data; and (5) Example Items.
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site:
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: Grade 4; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.; Education Statistics Services Inst., Washington, DC.; American Institutes for Research (CRESS), Kensington, MD.
IES Funded: Yes