cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.58150/epirls_2016_data
title: ePIRLS 2016 International Database: Progress in International Reading Literacy Study

description: PIRLS provides trends and international comparisons of fourth grade students’ reading achievement and students’ competencies in relation to goals and standards for reading education. In addition to reading assessment, the PIRLS school, teacher, student and home questionnaires gather extensive information about the contextual factors at home and school which are associated with the teaching and learning of reading.
In 2016, IEA and its TIMSS & PIRLS International Study Center at Boston College conducted PIRLS 2016 and ePIRLS 2016 at the fourth grade. PIRLS 2016 provides 15-year trend measures for countries that participated in the ﬁrst PIRLS assessment in 2001. ePIRLS, an innovative assessment of online informational reading, launched its inaugural cycle in 2016.
PIRLS 2016 and ePIRLS 2016 continue the long history of international assessment conducted by IEA – the International Association for the Evaluation of Educational Achievement. IEA, with offices in Amsterdam and Hamburg, is an independent international cooperative of national research institutions and government agencies that has been conducting studies of cross-national achievement since 1959.
 
description: PIRLS
description: Educational measurements and tests
description: Computer based educational tests and questionnaires
description: Self-administered questionnaire: Computer-assisted (CASI)
DOI: 10.58150/iea_timss_2015_g4
title: TIMSS 2015 International Database: Grade 4 - Trends in International Mathematics and Science Study

description: Trends in International Mathematics and Science Study 2015
TIMSS 2015 reported overall achievement as well as results according to four international benchmarks (advanced, high, medium, and low),
by major content domains (number, algebra, and geometry in mathematics, and earth science, biology, and chemistry in science), and by cognitive domains (knowing, applying, and reasoning).
The study collected detailed information about curriculum and curriculum implementation, instructional practices, and school resources.
TIMSS 2015 saw the introduction of TIMSS Numeracy, a less difficult version of TIMSS Mathematics for countries where most children are still developing fundamental mathematics skills.
description: TIMSS
description: Educational measurements and tests
description: <strong>Target population (students)</strong>
All students enrolled in the grades representing 4 years of formal schooling respectively, counting from the first year of ISCED Level 1.
description: STRATIFIED TWO-STAGE CLUSTER SAMPLE DESIGN
DOI: 10.60600/yu/clawet/tb5p7i
title: 1563.TextGrid

description: :unav
DOI: 10.58150/iea_timss_2015_g8
title: TIMSS 2015 International Database: Grade 8 - Trends in International Mathematics and Science Study

description: Trends in International Mathematics and Science Study 2015
TIMSS 2015 reported overall achievement as well as results according to four international benchmarks (advanced, high, medium, and low),
by major content domains (number, algebra, and geometry in mathematics, and earth science, biology, and chemistry in science), and by cognitive domains (knowing, applying, and reasoning).
The study collected detailed information about curriculum and curriculum implementation, instructional practices, and school resources.
TIMSS 2015 saw the introduction of TIMSS Numeracy, a less difficult version of TIMSS Mathematics for countries where most children are still developing fundamental mathematics skills.
description: TIMSS
description: Educational measurements and tests
description: <strong>Target population (students)</strong>
All students enrolled in the grades representing 8 years of formal schooling respectively, counting from the first year of ISCED Level 1.
description: STRATIFIED TWO-STAGE CLUSTER SAMPLE DESIGN
DOI: 10.60600/yu/clawet/mi8zmw
title: 1123.wav

description: :unav
DOI: 10.58150/iea_timss_2019_g8
title: TIMSS 2019 International Database: Grade 8 - Trends in International Mathematics and Science Study

description: Trends in International Mathematics and Science Study 2019
TIMSS 2019 marks the seventh cycle of the study and provides 24 years of trends. Conducted every four years since 1995, TIMSS has been a valuable tool for monitoring international trends in mathematics and science achievement at the fourth and eighth grades.
TIMSS 2019 reported overall achievement, as well as extensive background information on the home and school contexts in which teaching and learning mathematics and science take place. Like the previous TIMSS assessments (conducted in 1995, 1999, 2003, 2007, 2011, and 2015), TIMSS 2019 collected detailed information about curriculum and curriculum implementation, instructional practices, and school resources.
From the 2019 cycle onwards, an innovative computerized version of TIMSS enables countries to investigate complex areas of the mathematics and science framework that are difficult to measure with traditional paper and pencil tests. eTIMSS is an engaging, interactive assessment that encompasses the content of the paper-and-pencil version of TIMSS while also integrating problem solving and inquiry tasks designed
to stimulate student motivation through items that simulate real world contexts and laboratory situations. In 2019, countries could opt to administer the paper-based version of TIMSS. The next cycle of TIMSS will be administered in 2023.
description: TIMSS
description: Educational measurements and tests
description: <strong>Target population (students)</strong>
All students enrolled in the grades representing 8 years of formal schooling respectively, counting from the first year of ISCED Level 1.
description: STRATIFIED TWO-STAGE CLUSTER SAMPLE DESIGN
DOI: 10.58150/iea_timss_2011_g4
title: TIMSS 2011 International Database: Grade 4 - Trends in International Mathematics and Science Study

description: TIMSS 2011 is the fifth in IEA’s series of international assessments of student achievement dedicated to improving teaching and learning in mathematics and science.
 A globally cooperative enterprise, TIMSS conducts comprehensive state-of the-art assessments of student achievement supported with extensive data about country, school, and classroom learning environments.
 There is enormous diversity among the TIMSS countries—in terms of economic development, geographical location, and population size. Fundamental to IEA’s vision is the notion that the diversity of educational philosophies, models, and approaches that characterize the world’s education systems constitute a natural laboratory in which each country can learn from the experiences of others.
description: TIMSS
description: Educational measurements and tests
description: <strong>Target population (students)</strong>
All students enrolled in the grades representing 4 years of formal schooling respectively, counting from the first year of ISCED Level 1.
description: STRATIFIED TWO-STAGE CLUSTER SAMPLE DESIGN
DOI: 10.58150/iea_timss_2011_g8
title: TIMSS 2011 International Database: Grade 8 - Trends in International Mathematics and Science Study

description: TIMSS 2011 is the fifth in IEA’s series of international assessments of student achievement dedicated to improving teaching and learning in mathematics and science.
 A globally cooperative enterprise, TIMSS conducts comprehensive state-of the-art assessments of student achievement supported with extensive data about country, school, and classroom learning environments.
 There is enormous diversity among the TIMSS countries—in terms of economic development, geographical location, and population size. Fundamental to IEA’s vision is the notion that the diversity of educational philosophies, models, and approaches that characterize the world’s education systems constitute a natural laboratory in which each country can learn from the experiences of others.
description: TIMSS
description: Educational measurements and tests
description: <strong>Target population (students)</strong>
All students enrolled in the grades representing 8 years of formal schooling respectively, counting from the first year of ISCED Level 1.
description: STRATIFIED TWO-STAGE CLUSTER SAMPLE DESIGN
DOI: 10.60600/yu/clawet/upklsu
title: 1522.wav

description: :unav
DOI: 10.58150/iea_timss_2007_g4
title: TIMSS 2007 International Database: Grade 4 - Trends in International Mathematics and Science Study

description: TIMSS 2007 is the fourth in IEA’s series of international assessments of student achievement dedicated to improving teaching and learning in mathematics and science.
 A globally cooperative enterprise, TIMSS conducts comprehensive state-of the-art assessments of student achievement supported with extensive data about country, school, and classroom learning environments.
 There is enormous diversity among the TIMSS countries—in terms of economic development, geographical location, and population size. Fundamental to IEA’s vision is the notion that the diversity of educational philosophies, models, and approaches that characterize the world’s education systems constitute a natural laboratory in which each country can learn from the experiences of others.
description: TIMSS
description: Educational measurements and tests
description: <strong>Target population (students)</strong>
All students enrolled in the grades representing 4 years of formal schooling respectively, counting from the first year of ISCED Level 1.
description: STRATIFIED TWO-STAGE CLUSTER SAMPLE DESIGN
DOI: 10.58150/iea_timss_2007_g8
title: TIMSS 2007 International Database: Grade 8 - Trends in International Mathematics and Science Study

description: TIMSS 2007 is the fourth in IEA’s series of international assessments of student achievement dedicated to improving teaching and learning in mathematics and science.
 A globally cooperative enterprise, TIMSS conducts comprehensive state-of the-art assessments of student achievement supported with extensive data about country, school, and classroom learning environments.
 There is enormous diversity among the TIMSS countries—in terms of economic development, geographical location, and population size. Fundamental to IEA’s vision is the notion that the diversity of educational philosophies, models, and approaches that characterize the world’s education systems constitute a natural laboratory in which each country can learn from the experiences of others.
description: TIMSS
description: Educational measurements and tests
description: <strong>Target population (students)</strong>
All students enrolled in the grades representing 8 years of formal schooling respectively, counting from the first year of ISCED Level 1.
description: STRATIFIED TWO-STAGE CLUSTER SAMPLE DESIGN
DOI: 10.58150/iea_timss_2003_g4
title: TIMSS 2003 International Database: Grade 4 - Trends in International Mathematics and Science Study

description: TIMSS 2003 collects educational achievement data at the fourth and eighth grades to provide information about trends in performance over time together with extensive background information to address concerns about the quantity, quality, and content of instruction.
 It is the third in IEA’s series of international assessments of student achievement dedicated to improving teaching and learning in mathematics and science.
 A globally cooperative enterprise, TIMSS conducts comprehensive state-of the-art assessments of student achievement supported with extensive data about country, school, and classroom learning environments.
description: TIMSS
description: Educational measurements and tests
description: <strong>Target population (students)</strong>
All students enrolled in the grades representing 4 years of formal schooling respectively, counting from the first year of ISCED Level 1.
description: STRATIFIED TWO-STAGE CLUSTER SAMPLE DESIGN
DOI: 10.60600/yu/clawet/sfavux
title: 1557.TextGrid

description: :unav
DOI: 10.58150/iea_timss_2003_g8
title: TIMSS 2003 International Database: Grade 8 - Trends in International Mathematics and Science Study

description: TIMSS 2003 collects educational achievement data at the fourth and eighth grades to provide information about trends in performance over time together with extensive background information to address concerns about the quantity, quality, and content of instruction.
 It is the third in IEA’s series of international assessments of student achievement dedicated to improving teaching and learning in mathematics and science.
 A globally cooperative enterprise, TIMSS conducts comprehensive state-of the-art assessments of student achievement supported with extensive data about country, school, and classroom learning environments.
description: TIMSS
description: Educational measurements and tests
description: <strong>Target population (students)</strong>
All students enrolled in the grades representing 8 years of formal schooling respectively, counting from the first year of ISCED Level 1.
description: STRATIFIED TWO-STAGE CLUSTER SAMPLE DESIGN
DOI: 10.60600/yu/clawet/x2upzg
title: 1378.TextGrid

description: :unav
DOI: 10.58150/iea_timss_1999_g8
title: TIMSS 1999 International Database: Grade 8 - Trends in International Mathematics and Science Study

description: TIMSS 1999, also known as TIMSS-Repeat, was the second administration of IEA’s Third International Mathematics and Science Study. The assessment was designed to provide trends in eighth grade mathematics and science achievement in an international context.
 The 1999 assessment measured the mathematics and science achievement of eighth-grade students (ages 13 and 14 years) and collected extensive information from students, teachers, and school principals about mathematics and science curricula,
description: TIMSS
description: Educational measurements and tests
description: <strong>Target population (students)</strong>
All students enrolled in the grades representing 8 years of formal schooling respectively, counting from the first year of ISCED Level 1.
description: STRATIFIED TWO-STAGE CLUSTER SAMPLE DESIGN
DOI: 10.58150/iea_timss_1995_g8
title: TIMSS 1995 International Database: Grade 8 -Trends in International Mathematics and Science Study

description: TIMSS 1995, the largest and most ambitious international study of student achievement conducted up to that time, was the first cycle of assessments of trends in students’ mathematics and science achievement, now known as the Trends in International Mathematics and Science Study. Questionnaires gathered extensive information about the teaching and learning of mathematics and science from students, as well as from their teachers and school principals. The study also investigated the mathematics and science curricula of the participating countries by conducting an analysis of curriculum guides, textbooks, and other curricular materials.
description: TIMSS
description: Educational measurements and tests
description: <strong>Target population (students)</strong>
All students enrolled in the grades representing 8 years of formal schooling respectively, counting from the first year of ISCED Level 1.
description: STRATIFIED TWO-STAGE CLUSTER SAMPLE DESIGN
DOI: 10.60600/yu/clawet/zgzl7d
title: 1467.wav

description: :unav
DOI: 10.58150/iea_timss_1995_g4
title: TIMSS 1995 International Database: Grade 4 - Trends in International Mathematics and Science Study

description: TIMSS 1995, the largest and most ambitious international study of student achievement conducted up to that time, was the first cycle of assessments of trends in students’ mathematics and science achievement, now known as the Trends in International Mathematics and Science Study. Questionnaires gathered extensive information about the teaching and learning of mathematics and science from students, as well as from their teachers and school principals. The study also investigated the mathematics and science curricula of the participating countries by conducting an analysis of curriculum guides, textbooks, and other curricular materials.
description: TIMSS
description: Educational measurements and tests
description: <strong>Target population (students)</strong>
All students enrolled in the grades representing 4 years of formal schooling respectively, counting from the first year of ISCED Level 1.
description: STRATIFIED TWO-STAGE CLUSTER SAMPLE DESIGN
DOI: 10.58150/timssandpirls_2011_data
title: Joint TIMSS and PIRLS 2011: PIRLS International Database

description: TIMSS and PIRLS 2011 analyses the relationships among reading, mathematics, and science achievement at the fourth grade – implications for early learning 
description: PIRLS
description: Educational measurements and tests
description: Educational Tests and Questionnaires
DOI: 10.60600/yu/clawet/iotfof
title: 1479.TextGrid

description: :unav
DOI: 10.58150/iea_timss_advanced_2008_mathematics
title: TIMSS Advanced 2008 - Mathematics - International Database: Trends in International Mathematics and Science Study (TIMSS)

description: Trends in International Mathematics and Science Study Advanced 2008
 TIMSS Advanced 2008 compared and contrasted the achievement of students enrolled in the most advanced secondary-school programs in mathematics and science. The study provided countries with an excellent opportunity to consider the effectiveness of their academic programs for students graduating from their secondary schools. The study also measured changes in students’ achievement between 1995 and 2008 for the countries that participated in both TIMSS Advanced cycles.
 TIMSS Advanced was administered in 1995 and 2008. For the advanced mathematics assessment, the target population consisted of students in their final year of secondary school who were taking, or had taken, courses in advanced mathematics. For physics, the target population was final-year secondary students who were taking, or had taken, courses in physics.
description: TIMSS
description: Educational measurements and tests
description: <strong>Target population (students)</strong>
All students in their final year of secondary school (often 12th grade) who are engaged in advanced mathematics and physics studies that prepare them to enter STEM programs in higher education
description: STRATIFIED TWO-STAGE CLUSTER SAMPLE DESIGN
DOI: 10.58150/iea_timss_advanced_2015_mathematics
title: TIMSS Advanced 2015 - Mathematics - International Database: Trends in International Mathematics and Science Study

description: Trends in International Mathematics and Science Study Advanced 2015
 In 2015, IEA and its TIMSS and PIRLS International Study Center at Boston College conducted TIMSS 2015 at fourth and eighth grades and TIMSS Advanced 2015 for students in the final year of secondary school enrolled in advanced mathematics and physics programs or tracks. Both TIMSS 2015 and TIMSS Advanced 2015 provide 20-year trend measures for countries that participated in the first TIMSS assessments in 1995.
TIMSS Advanced 2015 monitors global trends in the achievement of students in their final year of secondary school who are engaged in advanced mathematics and physics studies that prepare them to enter STEM (science, technology, engineering, and mathematics) programs in higher education.
With the current emphasis on college and career readiness and increasing global competitiveness in STEM (science, technology, engineering, and mathematics) fields, in 2015 TIMSS Advanced once again was joined with TIMSS. First conducted in 1995 as part of TIMSS and then separately again in 2008, TIMSS Advanced is the only international assessment that provides essential information about students’ achievement in advanced mathematics and physics. It assesses students in their final year of secondary school (often 12th grade) who are engaged in advanced mathematics and physics studies that prepare them to enter STEM programs in higher education.
description: TIMSS
description: Educational measurements and tests
description: <strong>Target population (students)</strong>
All students in their final year of secondary school (often 12th grade) who are engaged in advanced mathematics and physics studies that prepare them to enter STEM programs in higher education
description: STRATIFIED TWO-STAGE CLUSTER SAMPLE DESIGN
DOI: 10.58150/iea_timss_advanced_2015_physics
title: TIMSS Advanced 2015 - Physics - International Database: Trends in International Mathematics and Science Study

description: Trends in International Mathematics and Science Study Advanced 2015
 In 2015, IEA and its TIMSS and PIRLS International Study Center at Boston College conducted TIMSS 2015 at fourth and eighth grades and TIMSS Advanced 2015 for students in the final year of secondary school enrolled in advanced mathematics and physics programs or tracks. Both TIMSS 2015 and TIMSS Advanced 2015 provide 20-year trend measures for countries that participated in the first TIMSS assessments in 1995.
TIMSS Advanced 2015 monitors global trends in the achievement of students in their final year of secondary school who are engaged in advanced mathematics and physics studies that prepare them to enter STEM (science, technology, engineering, and mathematics) programs in higher education.
With the current emphasis on college and career readiness and increasing global competitiveness in STEM (science, technology, engineering, and mathematics) fields, in 2015 TIMSS Advanced once again was joined with TIMSS. First conducted in 1995 as part of TIMSS and then separately again in 2008, TIMSS Advanced is the only international assessment that provides essential information about students’ achievement in advanced mathematics and physics. It assesses students in their final year of secondary school (often 12th grade) who are engaged in advanced mathematics and physics studies that prepare them to enter STEM programs in higher education.
description: TIMSS
description: Educational measurements and tests
description: Self-administered questionnaire
description: Educational tests and questionaires
description: <strong>Target population (students)</strong>
All students in their final year of secondary school (often 12th grade) who are engaged in advanced mathematics and physics studies that prepare them to enter STEM programs in higher education
description: STRATIFIED TWO-STAGE CLUSTER SAMPLE DESIGN
DOI: 10.60600/yu/clawet/phjm6c
title: 1215.wav

description: :unav