| dc.description.abstract | Chapter 1 of this publication contains the framework for the advanced mathematics assessment and Chapter 2 contains the framework for the physics assessment. Each chapter describes the major content domains (e.g., algebra, calculus, etc. in mathematics; and mechanics, thermodynamics, etc. in physics), the topic areas within each content domain, and the topics to be assessed. Across the assessment, each topic receives approximately equal weight in terms of time
allocated to assessing the topic. The items in each TIMSS Advanced assessment also cover a range of thinking processes as described within three cognitive domains: knowing, applying, and reasoning. These cognitive domains also are described in Chapters 1 and 2. In general terms, items assess students’ abilities to demonstrate their knowledge, apply what they have learned, solve problems, and reason through analysis and logical thinking. The knowing, applying, and reasoning cognitive domains describe the thinking students should be doing as they engage with the mathematics and science content, and are parallel for mathematics and science and across grades, but with different levels of emphasis depending on the subject and grade. Also, new for TIMSS Advanced 2015, Chapter 2 contains a section describing science practices to be addressed in the physics assessment. These practices include skills that students use in a systematic way to conduct scientific inquiry. Chapter 3 contains the TIMSS Advanced Contextual Framework describing the types of learning situations and factors associated with students’ achievement in advanced mathematics and physics that will be investigated via the questionnaire data. Finally, Chapter 4 provides an overview of the TIMSS Advanced 2015 Assessment Design, including general guidelines for item development. | es_ES |
