An Analysis of TIMSS 2015 Science Reading Demands

Autor/inn/en	van Staden, S.; Graham, M. A.; Harvey, J. C.
Titel	An Analysis of TIMSS 2015 Science Reading Demands
Quelle	In: Perspectives in Education, 38 (2020) 2, S.285-302 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Staden, S.) ORCID (Graham, M. A.) ORCID (Harvey, J. C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Foreign Countries; Readability; Science Education; Grade 9; Elementary Secondary Education; Achievement Tests; Mathematics Achievement; International Assessment; Mathematics Tests; Science Achievement; Science Tests; Language Usage; Reading Comprehension; Language of Instruction; South Africa; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Lesbarkeit; Naturwissenschaftliche Bildung; School year 09; 9. Schuljahr; Schuljahr 09; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachgebrauch; Leseverstehen; Teaching language; Unterrichtssprache; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study investigated the reading demands of restricted-use items administered to South African grade 9 learners as part of the Trends in International Mathematics and Science Study (TIMSS) 2015. The method proposed by Mullis, Martin and Foy (2013) was used to categorise items into low, medium and high readability groups. The 'knowing' domain contained mostly low readability items; the 'applying' domain was almost equally medium and high readability items; with the 'reasoning' domain containing mostly high readability items. Results show significant differences between the percentage of correct answers between the low and high categories and between the medium and high categories. However, the impact of reading demand on performance cannot be fully analysed without cross-reference to English proficiency. Nevertheless, the higher the readability, the greater the chance is for learners to answer incorrectly. A continued expected low performance for most South African learners is implied. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01