Examination of TIMSS Mathematics Data with Multilevel Measurement Models in Respect to Content, Cognitive and Topic Areas

Abstract

This research study aims to identify TIMMS 8th grade mathematics itemgroups and the specification of items in which Turkish 8th grade studentshave signıfıcantly lower level of correct responses compared to all other 8thgrade participants. For this purpose, total 260 (82 from 1999, 88 from 2007,and 90 from 2011) items released by International Association for theEvaluation of Educational Achievement (IEA) were grouped according tocognitive, content and sub-content domains. Then, mean correct responsesof released items for each participant country were obtained from IEA’syearly almanac. Finally, data were analyzed by using MultilevelMeasurement Models and differences in achievement levels betweenTurkish 8th graders and their peers from other participating countries werepredicted and tested in the context of item groups. Analysis of data showedthat performance of Turkish students statistically significantly lower thanperformance of students from rest of the other participant countries inNumber (Content Domain)-Fractions and Decimals (Topic Area)-Knowing(Cognitive Domain) item group. Detailed investigation revealed that studentsgenerally fail in procedures in fractions and conversions among fraction,decimal, and percent.