Comparing Eighth-Grade Diagnostic Test Results for Korean, Czech, and American Students

Diagnostic analyses were conducted on data from the Third International Mathematics and Science Study second population (TIMSS-R; 1999) from the United States, Korea, and the Czech Republic in terms of test item attributes (i.e., content, processing skills, and item format) and inferred students...

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Bibliographic Details
Main Authors Um, Eunkyoung, Dogan, Enis, Im, Seongah, Tatsuoka, Kimumi, Corter, James E
Format Report
LanguageEnglish
Published 22.04.2003
Subjects
Achievement Tests
Cross Cultural Studies
Czech Republic
Diagnostic Tests
Foreign Countries
International Studies
Knowledge Level
Korea
Mathematics Achievement
Student Characteristics
Test Items
Third International Mathematics and Science Study
United States
Czech Republic
South Korea
United States
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Summary:Diagnostic analyses were conducted on data from the Third International Mathematics and Science Study second population (TIMSS-R; 1999) from the United States, Korea, and the Czech Republic in terms of test item attributes (i.e., content, processing skills, and item format) and inferred students' knowledge. The Rule Space model (K. Tatsuoka, 1998) was used to infer student mastery of individual attributes. Korean, U.S., and Czech students ere compared in terms of patterns of attribute mastery. First, attribute mastery probabilities were related to their overall mathematics score (achievement level). Second, profiles of mean attribute mastery probabilities were compared between Czech, Korean, and U.S. students. Students of these three countries show relatively high achievement in integer arithmetic skills, using figures and graphs, evaluation/verification, proportional reasoning, translation, judgmental applications of knowledge in geometry, and computational applications of knowledge in geometry. These students are relatively low in statistics/data analysis, unit conversion, and applying and evaluating mathematical correctness. Finally, the effects of student characteristics on patterns of mathematics achievement were investigated in the United States, Korea, and the Czech Republic. Students self-concept in mathematics and socioeconomic composition are significant predictors of student achievement in geometry, open-ended items, and logical reasoning in all three countries. An appendix lists knowledge and process skills related to achievement on TIMSS-R. (Contains 12 tables and 7 references.) (SLD)