Comparing International Test Data Sub-scale Differences in Advanced Math and Science
WCGTC Conference – PRAGUE, Czech Republic August 2011
Comparing International Test Data Sub-scale Differences in Advanced Math and Science International test results for TIMSS 2007 (Grades 4 and 8) and PISA 2006 (Age 15) include Math and Science comparisons across various sub-scales. This presentation will examine a comparative sample of the top-scoring countries to analyze sub-scale scores in Math and Science. TIMSS has sub-scale data reported according to Advanced International Benchmarks, 90% sub-groups, Cognitive Domain and Gender. PISA Content sub-scale scores are reported according to Levels of Proficiency, and the 2006 Science Literacy Cognitive sub-scales were Identifying Scientific Issues, Explaining Phenomena Scientifically, and Using Scientific Evidence. Achievement and content sub-scores are compared, and suggest variances in curriculum emphasis across countries.
ABSTRACT
Comparing International Test Data Sub-scale Differences in Advanced Math and Science International test results for TIMSS (Grades 4 and 8) and PISA (Age 15) include Math and Science comparisons across Content and Cognitive sub-scales. This presentation will examine a comparative sample of the top-scoring countries to analyze sub-scale scores in Math and Science. In both TIMSS and PISA, there is sub-score data that has been analyzed in comparing the achievement of gifted students in Math and Science. A review of scores in Content sub-scales suggests variances in curriculum emphasis across countries. In TIMSS, the Cognitive Domain sub-scales in Math and Science include Knowing, Applying, and Reasoning. TIMSS also has relevant data reported according to Advanced International Benchmarks, 90% sub-groups, and Gender.
The PISA Content sub-scale scores are reported according to Levels of Proficiency, and the 2006 Science Literacy Cognitive sub-scales were Identifying Scientific Issues, Explaining Phenomena Scientifically, and Using Scientific Evidence. Variances in achievement and emphasis across countries are compared. The PISA administration cycle includes 2009 Reading, 2012 Mathematics and 2015 Science. Sub-scale scores in TIMSS testing for Grade 4 and 8 in 2007 may suggest a relationship to scores in PISA for 2012.
Recommendations in cognitive psychology suggest pedagogy to teach less and learn more. An increased emphasis in advanced Math and Science on cognitive goals could nurture gifted children as global stakeholders with problem-solving skills that can make a world of difference for gifted children, so they can make a world of difference for the future of mankind.