Problem Solving in the PISA and TIMSS 2003 Assessments. Technical Report. NCES 2007-049
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| Title: | Problem Solving in the PISA and TIMSS 2003 Assessments. Technical Report. NCES 2007-049 |
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| Language: | English |
| Authors: | Dossey, John A., McCrone, Sharon S., O'Sullivan, Christine, National Center for Education Statistics (ED), Washington, DC. |
| Source: | US Department of Education. 2006. |
| Availability: | US Department of Education. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Fax: 301-470-1244; Web site: http://www.edpubs.org |
| Peer Reviewed: | N |
| Page Count: | 89 |
| Publication Date: | 2006 |
| Document Type: | Reports - Evaluative Tests/Questionnaires |
| Education Level: | Grade 8 |
| Descriptors: | Problem Solving, Mathematics Achievement, Achievement Tests, Comparative Analysis, Science Achievement, Grade 8, Cross Cultural Studies, Cognitive Processes, Student Evaluation, Test Items, Cognitive Ability, Inquiry, Research Methodology |
| Assessment and Survey Identifiers: | Program for International Student Assessment |
| Abstract: | In 2003, the Program for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) included a special focus on problem-solving. This report reviews the problem-solving aspects of each study in order to compare and contrast the nature of problem solving in each assessment. The report's authors develop and use a definition for problem solving to identify items in the two assessments that address students' problem-solving capabilities. Items that were identified as problem-solving items in the TIMSS and PISA mathematics, science, and Cross-Disciplinary problem-solving assessments were analyzed in terms of six types of item characteristics: (1) content coverage; (2) cognitive processes; (3) problem-solving attributes; (4) item formats; (5) computational aspects; and (6) translation of representations. Appended are: (1) Examples of Problem-Solving and Exercise Items; (2) Item Format Examples; (3) Examples of Problem-Solving Attributes in Items; (4) Examples of Items Requiring Translations of Representations (TIMSS); (5) Scientific Inquiry Item Examples; and (6) Technical Notes. (Contains 18 tables, 2 exhibits, and 5 footnotes.) |
| Abstractor: | Author |
| Number of References: | 40 |
| Entry Date: | 2007 |
| Accession Number: | ED495683 |
| Database: | ERIC |
| Abstract: | In 2003, the Program for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) included a special focus on problem-solving. This report reviews the problem-solving aspects of each study in order to compare and contrast the nature of problem solving in each assessment. The report's authors develop and use a definition for problem solving to identify items in the two assessments that address students' problem-solving capabilities. Items that were identified as problem-solving items in the TIMSS and PISA mathematics, science, and Cross-Disciplinary problem-solving assessments were analyzed in terms of six types of item characteristics: (1) content coverage; (2) cognitive processes; (3) problem-solving attributes; (4) item formats; (5) computational aspects; and (6) translation of representations. Appended are: (1) Examples of Problem-Solving and Exercise Items; (2) Item Format Examples; (3) Examples of Problem-Solving Attributes in Items; (4) Examples of Items Requiring Translations of Representations (TIMSS); (5) Scientific Inquiry Item Examples; and (6) Technical Notes. (Contains 18 tables, 2 exhibits, and 5 footnotes.) |
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