An analysis of TIMSS 2015 science reading demands

This study investigated the reading demands of restricted-use items1 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 an...

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Vydané v:Perspectives in education Ročník 38; číslo 2; s. 285 - 302
Hlavní autori: Van Staden, Surette, Graham, Marien Alet, Harvey, J.C.
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Bloemfontein University of the Free State 01.12.2020
University of the Free State Faculty of Education
University of the Free State, Faculty of Education
Predmet:
Achievement Tests
Classification
Competence
Curricula
Education policy
Educational Quality
Elementary Secondary Education
English proficiency
Foreign Countries
Grade 4
Grade 5
Grade 6
Grade 9
International Assessment
Language
Language in education
Language of Instruction
Language Usage
Literacy
Mathematics
Mathematics Achievement
Mathematics Tests
Readability
Reading
Reading Comprehension
Reading Skills
Science Achievement
Science Curriculum
Science Education
Science Tests
Secondary Education
South Africa
Teaching
Trends
Trends in International Mathematics and Science Study (TIMSS) 2015
South Africa
ISSN:0258-2236, 2519-593X
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Shrnutí:This study investigated the reading demands of restricted-use items1 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 correctly answered between the low and high categories and between the medium and high categories. However, the full 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 for learners to answer incorrectly. A continued expected low performance for most South African learners is implied.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0258-2236
2519-593X
DOI:10.18820/2519593X/PIE.V38.I2.19