An Empirical Study Of Chinese Localization On International Mathematics Assessment TIMSS-A

TIMSS and PISA are two international research projects,which deal with global assessments of important academic achievements and reliable for measurements of current education.The TIMSS assessment consists of two major series: TIMSS(4/8grade)and TIMSS-Advanced(12 grade).These series are implemented by the international associations for the assessment of international educational achievement(IEA).The TIMSS-Advanced series is the high school assessment for the graduating classes.Meanwhile,there are only two important subjects of high school,which are mathematics and physics.The TIMSS-Advanced is the only international assessment that measures the mathematics and physics preparation for a new generation of scientists or engineers,targeting students who want to pursue careers in STEM(science,technology,engineering and mathematics).In order to ensure,whether the students achieve the goal of mathematics teaching requirements,mathematics has only been evaluated under TIMSS-Advanced in 1995,2008 and 2015,mainly to test the consistency between students' achievement assessment and curriculum standards.The assessment theories,techniques and methods used by TIMSS-Advanced mathematics represent the international advanced level.However,mainland China has not formally participated in the TIMSS-Advanced mathematics assessment programs.How well do Chinese students perform on TIMSS-Advanced mathematics? What is the reference significance of TIMSS-Advanced mathematics assessment for the core accomplishment assessment of Chinese high school mathematics?This is not only the direct cause of thinking about this paper,but also the research question of this paper.This paper mainly adopts the literature analysis method,questionnaire survey method,interview method,mathematical statistics method and comparative research methods.Also aggregates "how to use the test questions of TIMSS-Advanced to investigate Chinese students" as the clue to carry out the research.Through the literature analysis,found that IEA did not publish TIMSS-Advanced mathematics assessment questions completely.There were few studies on TIMSS-Advanced mathematics assessment questions at home and abroad.Therefore,this paperdiscussed and analyzed the assessment framework and questions of TIMSS-Advanced mathematics assessments,restructuring TIMSS-Advanced mathematical assessments public questions.Then,1295 students from seven different grade level in Guangzhou city were selected for the test.Implementation of China(Guangzhou)localization empirical survey.Through the analysis of the subject code,charts statistical way of measuring data for quantitative and qualitative analysis,SPSS data processing software was used to test the difference of students' gender and different levels of schools.It also makes an international comparison of cognition from algebra,geometry and calculus.Therefore,the performance of Chinese students in TIMSSAvanced mathematics assessment was observed from multiple perspectives.Finally,the assessment framework of TIMSS-Advanced mathematics assessment was compared with that of the core literacy of Chinese high school mathematics,and the corresponding measures for the development of assessment tools for the core literacy of Chinese high school mathematics are put forward.Research finding:First,the TIMSS-Advanced mathematics assessment public questions reorganized in this research are effective to a certain extent.The reliability of each test booklet is measured by cronbach's coefficient,and the coefficient of each test booklet is measured between 0.803 and 0.876,indicating that the reliability of the test booklet is very good.The structural validity of the test paper was determined by calculating the correlation coefficient between each part and the test booklet.Finally,the correlation between the total score of each part of the test booklet was between 0.746** and0.912**,indicating that the structural validity of the test booklet are good.The discriminant value of the total score of the test booklet is concentrated in between0.41 and 0.51,indicating that the discriminant value of the test booklet are good..There was no significant difference in the scoring rates of booklet 1,2,3 and 4,indicating that there are no essential difference in the difficulty of the four booklet.The booklet met the requirements of TIMSS-Advanced mathematics assessment,which indicates the rationality of the design of test questions in this research.Second,the performance and assessments of Guangzhou students inTIMSS-Advanced mathematics are as in the following:(1)Student achievement is positively correlated with school hierarchy.The higher the grade school,the better the students' performance,and there are significant differences in statistics.The average accuracy rate of Guangzhou students is 61.39%,higher than the international average of 42.95%.(2)From the content dimension,Guangzhou students had better performance in the area of algebra,calculus area is the worst;From the point of cognitive dimension,best understand domain,application field is weak;From the perspective of realistic situation problems,students' ability level in solving TIMSS-Advanced mathematics is not high.(3)In the perspective of gender,there is no significant difference in the content and cognitive dimensions between male and female students in demonstrative high schools.Provincial and municipal high school girls scored higher than boys on average.Third,TIMSS-Advanced mathematics assessment is STEM discipline literacy assessment,which has something in common with the content of high school mathematics curriculum,subject core accomplishment and three performance levels.