TIMSS and PIRLS 2011 User Guide for the Fourth Grade Combined
Contents
1. Home Questionnaire HQ ee e All questions Teacher Questionnaire TQG eee General questions TQR e Reading questions TQM eee Mathematics questions TQS ee0e Science questions School Questionnaire SCQ ee0e All questions eeo sequential numbering of the question location in the questionnaire Data Coding Conventions A series of conventions also were adopted to code the data included in the background data files This section describes these conventions Background Question Response Code Values The values assigned to each of the background variables depend on the item format and the number of options available For categorical questions sequential numerical values were used to correspond to the response options available The numbers correspond to the sequence of appearance of the response options For example the first response option was represented with a 1 the second response option with a 2 et cetera Open ended questions such as the number of students in a class were coded with the actual number given as a response Codes for Missing Values A subset of values is reserved for specific codes related to various categories of missing data TIMSS amp PIRLS International Study Center Lynch School of Education Boston College DESCRIBING THE DATABASE FILES 13 Omitted Response Codes SAS SPSS 9 99 999 Omitted response codes were used for questions that a student parent teacher or2. Codebooks Codebooks describing all variables in the TIMSS and PIRLS 2011 Data Files Almanacs Almanacs with summary statistics for TIMSS and PIRLS 2011 items and background variables Programs SAS and SPSS programs 3 Features of the TIMSS and PIRLS 2011 Combined International Database Because the TIMSS and PIRLS 2011 Combined International Database combines data from the individual TIMSS 2011 and PIRLS 2011 International Databases it possesses many of the same attributes as these individual databases However the TIMSS and PIRLS 2011 Combined International Database does have a few distinctive features worthy of note Sampling Weights The TIMSS and PIRLS 2011 Combined International Database includes data only for students that responded to both assessments Consequently appropriate sampling weights were computed for the Combined International Database to account for this marginal reduction in sample size Achievement Scores The TIMSS and PIRLS 2011 achievement results were re scaled to take advantage of having combined the PIRLS reading results with the TIMSS mathematics and science results The item parameters estimated separately for PIRLS 2011 and TIMSS 2011 using concurrent item calibration were taken as fixed and achievement results were scaled together in a multi dimensional IRT model in order to preserve the correlation structure across the three achievement scales reading mathematics and science The achievement scores for reading
3. IEA 6 LZ 8 6688 L 846 NJSI
4. or school background questionnaires that were considered not applicable in some countries were not included in the national versions of the questionnaires These questions were coded as Not Administered e Background questions mistranslated or not internationally comparable In some cases questions in the international version of the questionnaires were mistranslated or modified to fit the national context Whenever possible modified questions were recoded to match as closely as possible the international version When this was not possible modified questions were coded as Not Administered Not Applicable Response Codes SAS B SPSS 6 96 996 Not Applicable response codes were used for the background questionnaire items for which responses were dependent upon a filter question Generally a No response to a filter question lead to any follow up questions being coded as Not Applicable because there were no appropriate responses to these follow up questions Contextual Scales and Derived Variables In the TIMSS 2011 and PIRLS 2011 questionnaires often several questions were asked about various aspects of a single contextual construct In these cases responses to the individual items were combined to create a score using Rasch scaling which provided a more comprehensive picture of the construct of interest than the individual variables could on their own These Rasch scores also were FA TIMSS amp P
5. Combined International Database is available on the TIMSS and PIRLS 2011 Combined International Database and User Guide webpage Exhibit 1 presents the general structure of the Combined International Database and provides a brief description of the support materials available for download on the Combined International Database and User Guide webpage All files and support materials in the Combined International TIMSS amp PIRLS wy International Study Center HEE Lynch School of Education Boston College INTRODUCTION 1 Database are described in the next chapter All data files are available in SAS format and SPSS format IBM Corporation 2012 The TIMSS and PIRLS 2011 Combined International Database also is available for download at the IEA Study Data Repository website http rms iea dpc org The repository allows users to download subsets of files and the corresponding support material through customizable queries from all recent IEA studies Exhibit 1 Contents of the TIMSS and PIRLS 2011 Combined International Database User Guide This User Guide Items The TIMSS 2011 and PIRLS 2011 item information and IRT item parameters International Database SPSS Data TIMSS and PIRLS 2011 student home teacher and school data files in SPSS format SAS Data TIMSS and PIRLS 2011 student home teacher and school data files in SAS format Reading Demands Data Reading Demands classification data for the TIMSS 2011 items
6. DATABASE FILES 7 Exhibit 3 TIMSS and PIRLS 2011 Data File Names File Names Descriptions ACGee eB1 TIMSS and PIRLS 2011 school background data files ASA B1 TIMSS and PIRLS 2011 student achievement data files ASGeee B1 TIMSS and PIRLS 2011 student background data files ASH e B1 TIMSS and PIRLS 2011 home background data files ASTe e e Bi TIMSS and PIRLS 2011 student teacher linkage files ATGee e B1 TIMSS and PIRLS 2011 teacher background data files e ee 3 character country abbreviation based on the ISO 3166 coding scheme see Exhibit 2 3 1 TIMSS and PIRLS 2011 Student Achievement Data Files ASA The TIMSS and PIRLS 2011 student achievement data files contain the student responses to the individual achievement items in the TIMSS 2011 and PIRLS 2011 assessments These data files combine the item responses from the TIMSS 2011 achievement data files and from the PIRLS 2011 achievement data files Achievement scores plausible values for the overall reading mathematics and science achievement scales are available in the student achievement data files as well as in the student background data files and student teacher linkage data files These achievement scores however are not identical to the achievement scores available in the individual TIMSS 2011 and PIRLS 2011 achievement data files see Introduction Section 3 Achievement scores by sub domain the content and cognitive domains of mathematics
7. IDTEACH and IDLINK combination uniquely identifies within a country a teacher teaching a specific class Thus students linked to teachers identified by the same IDTEACH but different IDLINK are taught by the same teacher but in different classes The teacher background data files cannot be merged directly with the student TIMSS amp PIRLS wy International Study Center HEE Lynch School of Education Boston College DESCRIBING THE DATABASE FILES 11 data files and they do not contain sampling and weighting information nor achievement scores It is important to note that the teachers in the teacher background data files do not constitute a representative sample of teachers in a country but rather are the teachers who taught a representative sample of students The teacher data therefore should be thought of as attributes of the students to which they are linked and should be analyzed only in conjunction with the student teacher linkage data files Student Teacher Linkage Data Files AST The TIMSS and PIRLS 2011 student teacher linkage data files contain information required to link the student and teacher data files The student teacher linkage data files contain one entry per student teacher linkage combination in the data For instance if three teachers are linked to a student which would be the case if a different teacher taught each of the three subjects there are three entries in the file corresponding to that student The sole
8. mathematics and science then were placed on separate scales all with an international mean of 500 points based on the 32 countries that administered the TIMSS and PIRLS 2011 assessments at the fourth grade and standard deviation of 100 points As a result national achievement means based on these achievement scores will not agree FA TIMSS amp PIRLS 2 TIMSS AND PIRLS 2011 COMBINED DATABASE USER GUIDE International Study Center with the achievement means presented in the TIMSS 2011 and PIRLS 2011 International Reports Users interested in replicating the achievement means presented in the International Reports should analyze the data from the individual TIMSS 2011 and PIRLS 2011 International Databases The achievement scores included in the TIMSS and PIRLS 2011 Combined International Database are optimal for analyzing the correlation structure across reading mathematics and science while conveying the same information about the student achievement distributions in the three subjects International Benchmarks The international benchmark variables included in the TIMSS and PIRLS 2011 Combined International Database are taken directly from the individual TIMSS 2011 and PIRLS 2011 international database files because their proper interpretation is tied directly to performance on the TIMSS trend scales of mathematics and science and the PIRLS trend scale of reading The international benchmark variables for reading mathematics and science were
9. 1 and PIRLS 2011 International Reports International Benchmarks of Achievement In order to help users of the TIMSS 2011 and PIRLS 2011 achievement results understand what performance on the overall reading mathematics and science achievement scales signifies in terms of the types of items that students can successfully answer TIMSS and PIRLS identified four points on the overall scales to serve as International Benchmarks As shown in Exhibit 4 the International Benchmark scores are 625 550 475 and 400 which correspond to the Advanced International Benchmark the High International Benchmark the Intermediate International Benchmark and the Low International Benchmark respectively These International benchmarks are described in the TIMSS 2011 and PIRLS 2011 International Reports and the technique used to summarize and describe student achievement at the points on the scales is described in the scale anchoring section of the Methods and Procedures in TIMSS and PIRLS 2011 Exhibit 4 TIMSS 2011 and PIRLS 2011 International Benchmarks of Achievement Scale Score International Benchmark 625 Advanced International Benchmark 550 High International Benchmark 475 Intermediate International Benchmark 400 Low International Benchmark The international benchmark variables included in the TIMSS and PIRLS 2011 Combined International Database are taken directly from the individual TIMSS 2011 and PIRLS 2011 International Databases because the
10. A TIMSS amp PIRLS International Study Center Boston College Martin M O Mullis I V S Foy P amp Stanco G 2012 TIMSS 2011 international results in science Chestnut Hill MA TIMSS amp PIRLS International Study Center Boston College Mullis I V S Martin M O Foy P amp Arora A 2012 TIMSS 2011 international results in mathematics Chestnut Hill MA TIMSS amp PIRIS International Study Center Boston College Mullis I V S Martin M O Foy P amp Drucker K T 2012 PIRLS 2011 international results in reading Chestnut Hill MA TIMSS amp PIRLS International Study Center Boston College Mullis I V S Martin M O Kennedy A M Trong K L amp Sainsbury M 2009 PIRLS 2011 assessment framework Chestnut Hill MA TIMSS amp PIRLS International Study Center Boston College Mullis I V S Martin M O Ruddock G J O Sullivan C Y amp Preuschoff C 2009 TIMSS 2011 assessment frameworks Chestnut Hill MA TIMSS amp PIRLS International Study Center Boston College SAS Institute 2011 SAS system for Windows version 9 3 Cary NC Author TIMSS amp PIRLS International Study Center Lynch School of Education Boston College DESCRIBING THE DATABASE FILES 25 TIMSS amp PIRLS International Study Center Lynch School of Education Boston College BOSTON COLLEGE timssandpirls bc edu PIRLS BEJNA EiT Terao 2011 Evaluation of Educational Achievement
11. BINED DATABASE USER GUIDE Lynch School of Education Boston College Achievement Scores Achievement scales were produced for overall reading achievement mathematics achievement and science achievement Each scale has an international mean of 500 points based on the 32 countries that administered the TIMSS 2011 and PIRLS 2011 assessments at the fourth grade and standard deviation of 100 points For each achievement scale the TIMSS and PIRLS 2011 Combined International Database provides five separate estimates of each student s score on that scale The five estimated scores are known as plausible values and the variability between them encapsulates the uncertainty inherent in the scale estimation process The reading plausible values are labeled ASRREAO1 through ASRREAOS5 the mathematics plausible values are labeled ASMMATO1 through ASMMATO05 and the science plausible values are labeled ASSSCIO1 through ASSSCIO05 Users should note that these achievement scores will not replicate the results presented in the TIMSS 2011 and PIRLS 2011 International Reports Rather these achievement scores were estimated together in order to preserve the correlation structure across the three subjects a requirement for the analyses presented in the TIMSS and PIRLS 2011 Relationships Report Martin amp Mullis 2013 Users should use the achievement scores in the individual databases if their intention is to replicate the achievement results from the TIMSS 201
12. Benchmark but below the Intermediate International Benchmark 3 Student performed at or above the Intermediate International Benchmark but below the High International Benchmark 4 Student performed at or above the High International Benchmark but below the Advanced International Benchmark 5 Student performed at or above the Advanced International Benchmark 3 2 TIMSS and PIRLS 2011 Background Questionnaire Data Files There are five types of TIMSS and PIRLS 2011 background questionnaire data files Four data files student home teacher and school correspond to the four types of background questionnaires administered in TIMSS 2011 and PIRLS 2011 and the fifth links the student and teacher background data The first four types of data files contain the responses to the questions asked in their respective background questionnaires Student Background Data Files ASG Students who participated in both TIMSS 2011 and PIRLS 2011 assessments were administered a background questionnaire with questions related to their home background school experiences and attitudes toward reading mathematics and science The student background data files contain students responses to these questions They also contain students reading mathematics and science achievement scores plausible values in order to facilitate analyses of relationships between student background characteristics and achievement in the three subjects FA TIMSS amp PIRLS 10 T
13. IMSS AND PIRLS 2011 COMBINED DATABASE USER GUIDE International Study Center The student background data files also contain a number of identification variables tracking variables sampling and weighting variables and derived variables that are required for appropriate data analyses These variables are described later in this chapter Home Background Data Files ASH Countries that participated in the TIMSS 2011 and PIRLS 2011 assessments administered a Learning to Read Survey which was completed by the students parents or guardians This survey usually is called the Home Questionnaire It asked questions about preparations for primary schooling including attendance in preschool and literacy numeracy activities in the home before the child began school such as reading books writing letters or words and counting numbers Parents answered questions about home resources in addition to information about their highest level of education and employment situations School Background Data Files ACG The school background data files contain school principals responses to the questions in the TIMSS 2011 and PIRLS 2011 school background questionnaires Although school level analyses where the schools are the units of analysis can be performed it is preferable to analyze school level variables as attributes of students To perform student level analyses with school data the school background data files must be merged with the student backgrou
14. IRLS 14 TIMSS AND PIRLS 2011 COMBINED DATABASE USER GUIDE International Study Center categorized usually into three groups to create an index The Rasch scores and their indices are described in the contextual questionnaire scaling section of Methods and Procedures in TIMSS and PIRLS 2011 All contextual scales found in the individual TIMSS 2011 and PIRLS 2011 International Databases are present in the combined international database However the numerical values of the scales will differ slightly because they were re scaled for use in the TIMSS and PIRLS 2011 Relationships Report The index variables in the Combined International Database have near identical values as the corresponding index variables in the individual databases with a very small number of differences due to the rounding of the computed cutpoints used to define the index categories An additional contextual scale was created for the effective schools analysis presented in the TIMSS and PIRLS 2011 Relationships Report and added to the Combined International Database One PIRLS 2011 scale Instruction Affected by Reading Resource Shortages ACBGRRS and two TIMSS 2011 scales Instruction Affected by Mathematics Resource Shortages ACBGMRS and Instruction Affected by Science Resource Shortages ACBGSRS were combined into a single unified contextual scale labeled Instruction Affected by Any Resource Shortages ACBGARS In the individual TIMSS 2011 and PIRLS 2011 International Dat
15. SAS export files into SAS data files The program JOIN SAS is used to combine files of a specific type for all or a subset of countries The ASASCRB1 SAS program is used to score the responses to the items in the ASA files according to their actual point value All of these programs are described in Chapter 3 of the TIMSS 2011 and PIRLS 2011 User Guides The Combined International Database also contains the SPSS syntax file ASASCRB1 SPS which serves the same purpose as its SAS counterpart ASASCRB1 SAS FA TIMSS amp PIRLS 24 TIMSS AND PIRLS 2011 COMBINED DATABASE USER GUIDE International Study Center EA References Foy P Arora A amp Stanco G M Eds 2013 TIMSS 2011 user guide for the international database Chestnut Hill MA TIMSS amp PIRLS International Study Center Boston College Foy P amp Drucker T D Eds 2013 PIRLS 2011 user guide for the international database Chestnut Hill MA TIMSS amp PIRLS International Study Center Boston College IBM Corporation 2012 IBM SPSS statistics version 21 0 Somers NY Author Martin M O amp Mullis I V S Eds 2013 TIMSS and PIRLS 2011 Relationships among reading mathematics and science achievement at the fourth grade Implications for early learning Chestnut Hill MA TIMSS amp PIRLS International Study Center Boston College Martin M O amp Mullis I V S Eds 2012 Methods and procedures in TIMSS and PIRLS 2011 Chestnut Hill M
16. TRENDS IN INTERNATIONAL MATHEMATICS AND SCIENCE STUDY PROGRESS IN INTERNATIONAL READING LITERACY STUDY S TIMSS PIRL TIMSS and PIRLS 2011 User Guide for the Fourth Grade Combined International Database Pierre Foy mma TIMSS amp PIRLS l Wp International Study Center T Lynch School of Education Boston College TRENDS IN INTERNATIONAL MATHEMATICS AND SCIENCE STUDY PROGRESS IN INTERNATIONAL READING LITERACY STUDY TIMSS and PIRLS 2011 User Guide for the Fourth Grade Combined International Databse Pierre Foy TIMSS amp PIRLS y International Study Center ch School of Education Boston College Copyright 2013 International Association for the Evaluation of Educational Achievement IEA TIMSS and PIRLS 2011 User Guide for the Fourth Grade Combined International Database Pierre Foy Publishers TIMSS amp PIRLS International Study Center Lynch School of Education Boston College and International Association for the Evaluation of Educational Achievement IEA Library of Congress Catalog Card Number 2013949667 ISBN 978 1 889938 21 9 For more information about TIMSS contact TIMSS amp PIRLS International Study Center Lynch School of Education Boston College Chestnut Hill MA 02467 United States tel 1 617 552 1600 fax 1 617 552 1203 e mail timssandpirls bc edu timssandpirls bc edu Boston College is an equal opportunity affirmative action employer Printed and bound in the U
17. Y Month and year of testing for each student 4 Survey tracking forms are lists of students teachers and schools used for sampling and administrative purposes International Study Center AEA memara suy Corer 20 TIMSS AND PIRLS 2011 COMBINED DATABASE USER GUIDE Lynch School of Education Boston College ITLANG Language of testing for each student It is set to 1 for all countries that tested in a single language For countries that administered the test in more than one language additional numerical codes are used that correspond to the order of the testing languages as shown in Supplement 2 to the TIMSS 2011 and PIRLS 2011 User Guides 4 TIMSS and PIRLS 2011 Codebook Files All information related to the structure of the TIMSS and PIRLS 2011 data files as well as the source format descriptive labels and response option codes for all variables is contained in codebook files Each data file type in the TIMSS and PIRLS 2011 Combined International Database is accompanied by a codebook file The naming convention for codebook files is as follows e The first three characters of the filename are in every respect identical to those in the file names shown in Exhibit 3 e The next three characters identify the files as TIMSS and PIRLS 2011 codebooks and are always TPS e The sixth and seventh characters are B1 to indicate the first co incidence of the TIMSS 2011 and PIRLS 2011 study cycles and e The three chara
18. abases additional variables were derived from responses to multiple questions in order to provide more pertinent information for reporting Parents education is an example where responses from both parents were combined into a single variable in order to report a single educational level Although these derived variables were not analyzed directly in the TIMSS and PIRLS 2011 Relationships Report they all were added to the TIMSS and PIRLS 2011 Combined International Database for possible further secondary analyses of these data Generally records whether students parents teachers or schools were included in the calculation of a derived variable only if data were available for at least two thirds of the variables involved For example if a derived variable was based on six component variables records that were missing responses to more than two of these were counted as missing on the derived variable The TIMSS 2011 and PIRLS 2011 User Guides and their Supplement 3 provide a description of the derived variables included in the Combined International Database Sampling and Weighting Variables Several sampling and weighting variables are included in the TIMSS and PIRLS 2011 data files These are listed and described in Exhibit 7 while Exhibit 8 illustrates the location of the various sampling and weighting variables among the different types of data files It is important to note that the teacher background data files do not have any sampling and
19. and science in TIMSS and the purposes and processes of reading in PIRLS are not present in the TIMSS and PIRLS 2011 achievement data files Students were administered one of 13 PIRLS 2011 booklets each with two reading passages and their accompanying items as well as one of 14 TIMSS 2011 assessment booklets each with a series of mathematics and science items Some of these items were multiple choice items and some were constructed response items The student achievement data files contain the actual responses to the multiple choice questions and the codes assigned to the constructed response items through the scoring guides The TIMSS 2011 and PIRLS 2011 achievement item variable names are based on an 8 character alphanumeric code described in the TIMSS 2011 User Guide and the PIRLS 2011 User Guide respectively The response code values assigned in the TIMSS 2011 and PIRLS 2011 achievement item variables including codes for missing values also are described in their respective User Guides 1 The PIRLS 2011 booklet design is described in Chapter 4 of the PIRLS 2011 Assessment Framework Mullis V S Martin M O Kennedy A M Trong K L amp Sainsbury M 2009 The TIMSS 2011 booklet design is described in Chapter 4 of the TIMSS 2011 Assessment Frameworks Mullis I V S Martin M O Ruddock G J O Sullivan C Y amp Preuschoff C 2009 International Study Center EA TIMSS amp PIRLS 8 TIMSS AND PIRLS 2011 COM
20. c with science achievement There are two types of displays in the background data almanacs depending on whether the data are categorical i e have a small number of discrete values or continuous The almanac display for categorical variables includes the following e The sample size number of students parents teachers or schools included in the sample e The number of valid cases number of students parents teachers or schools for whom valid data were obtained e The weighted percentages of students corresponding to each valid response option percentages based only on the students with valid data as well as Not Applicable codes when used e The weighted percentages of students for whom none of the valid response options were selected coded as Not Administered or Omitted percentages based on the sample size e The weighted mean achievement values of students corresponding to each valid response option as well as the Not Administered and Omitted codes and e In cases where a variable can be coded as Not Applicable because of an earlier filter question the weighted percentage of students for whom the variable is coded as Not Applicable also is displayed along with the corresponding weighted mean achievement TIMSS amp PIRLS International Study Center Lynch School of Education Boston College DESCRIBING THE DATABASE FILES 23 The almanac display for continuous va
21. ckground data almanac files available in the TIMSS and PIRLS 2011 Combined International Database are listed in Exhibit 11 The background data almanacs also display the international averages for each variable with each country weighted equally The sixth grade countries and benchmark participants listed below the international averages are not included in the calculation of international averages Exhibit 11 TIMSS and PIRLS 2011 Background Data Almanacs Background Data Almanac TP11_REA_StudentAlmanac Contents Student background almanac with reading achievement TP11_REA_SchoolAlmanac School background almanac with reading achievement TP11_REA_TeacherAlmanac Teacher background almanac with reading achievement TP1i1_REA_HomeAlmanac TP11_MAT_StudentAlmanac Home background almanac with reading achievement Student background almanac with mathematics achievement TP11_MAT_SchoolAlmanac School background almanac with mathematics achievement TP11_MAT_TeacherAlmanac Teacher background almanac with mathematics achievement TP11_MAT_HomeAlmanac TP11_SCI_StudentAlmanac Home background almanac with mathematics achievement Student background almanac with science achievement TP11_SCI_SchoolAlmanac School background almanac with science achievement TP11i_SCI_TeacherAlmanac Teacher background almanac with science achievement TP11_SCI_HomeAlmanac Home background almana
22. cs and science and the responses to the student home teacher and school background questionnaires These data files also include the achievement scores estimated for participating students as well as background variables derived for reporting in the TIMSS 2011 International Reports Mullis Martin Foy amp Arora 2012 Martin Mullis Foy amp Stanco 2012 and the PIRLS 2011 International Results in Reading Mullis Martin Foy amp Drucker 2012 This section describes the contents of the TIMSS and PIRLS 2011 data files The data files are nearly identical to the PIRLS 2011 data files and a more thorough description is available in the PIRLS 2011 User Guide This section emphasizes the differences between the TIMSS and PIRLS 2011 data files and the PIRLS 2011 data files The TIMSS and PIRLS 2011 data files are provided in SAS SAS Institute 2011 export format EXP and SPSS IBM Corporation 2012 format SAV Data files are provided for each country that administered the TIMSS 2011 and PIRLS 2011 assessments to the same samples of fourth grade students The file names given to the various data file types are shown in Exhibit 3 For example ASGNORBL SAV is an SPSS file that contains Norway s TIMSS and PIRLS 2011 student background data For each file type a separate data file is provided for each participating country TIMSS amp PIRLS wy International Study Center E Lynch School of Education Boston College DESCRIBING THE
23. cter file extension is either XLS for the Excel format or PDF for the Adobe Acrobat Reader printable format Codebook files can be read using Excel or printed directly from PDF format using Adobe Acrobat Reader These files describe the contents and structure of the TIMSS and PIRLS 2011 data files Important codebook fields include FIELD_LABL which contains extended textual information for all variables QUEST_LOC which provides the location of questions and achievement items within their respective survey instruments and FIELD_CODE which lists all acceptable responses allowed in the database 5 TIMSS and PIRLS 2011 Data Almanac Files Data almanacs provide weighted summary statistics for all variables in the TIMSS and PIRLS 2011 data files There are two basic types of data almanacs achievement data almanacs for the achievement items and background data almanacs for the background variables All data almanac files are provided in Word format and printable PDF format Achievement Data Almanacs The achievement data almanacs provide weighted summary statistics for each participating country on each individual achievement item included in the TIMSS 2011 and PIRLS 2011 assessments There are separate achievement data almanacs by subject for TIMSS mathematics and science and for PIRLS reading The achievement data almanacs display for each item its classification in the TIMSS content and cognitive domain or the PIRLS purposes and processes th
24. d in the school file WGTFAC1 School weighting factor WGTADJ1 School weighting adjustment WGTFAC2 Class weighting factor WGTADJ2 Class weighting adjustment WGTFAC3 Student weighting factor WGTADJ3 Student weighting adjustment The primary student level sampling weight is TOTWGT Although TOTWGT has desirable properties it also has drawbacks for some analyses Because TOTWGT sums to the student population size in each country analyses using TOTWGT that combine countries will have proportionately more students from larger countries and fewer from smaller countries which may not be desirable for some purposes For cross country analyses in which countries should be treated equally the Combined International Database provides SENWGT a transformation of TOTWGT that results in a weighted sample size of 500 in each country Additionally because TOTWGT inflates sample sizes to estimate the population size software systems that use the actual sample size to compute significance tests will give misleading results for analyses weighted by TOTWGT HOUWGT another transformation of TOTWGT ensures that the weighted sample corresponds to the actual sample size in each country International Study Center EA TIMSS amp PIRLS 16 TIMSS AND PIRLS 2011 COMBINED DATABASE USER GUIDE Lynch School of Education Boston College The weight variables TOTWGT SENWGT and HOUWGT are designed for use in student level analyses from all student level and school level file
25. e Evaluation of Educational Achievement 2012 International database analyzer version 3 0 Hamburg Germany IEA Data Processing and Research Center Martin M O amp Mullis I V S Eds 2013 TIMSS and PIRLS 2011 Relationships among reading mathematics and science achievement at the fourth grade Implications for early learning Chestnut Hill MA TIMSS amp PIRLS International Study Center Boston College SAS Institute 2011 SAS system for Windows version 9 3 Cary NC Author International Study Center EA TIMSS amp PIRLS 4 TIMSS AND PIRLS 2011 COMBINED DATABASE USER GUIDE Lynch School of Education Boston College Describing the TIMSS and PIRLS 2011 Combined International Database Files 1 Overview The TIMSS and PIRLS 2011 Combined International Database contains achievement data in addition to student home teacher and school background data collected in the 34 countries and the 3 benchmarking participants that administered the TIMSS 2011 and PIRLS 2011 assessments to the same samples of fourth grade students Exhibit 2 lists all of the countries and benchmarking participants along with identifying codes used in the Combined International Database The database also contains materials that provide additional information on its structure and contents The data files included in the TIMSS and PIRLS 2011 Combined International Database are similar in contents and structure to the data files in the TIMSS 2011 Inter
26. e TIMSS item block or TIMSS amp PIRLS wy International Study Center HEE Lynch School of Education Boston College DESCRIBING THE DATABASE FILES 21 PIRLS passage to which it belongs a brief description of the item its variable name whether it is a multiple choice or constructed response item the correct response key if it is a multiple choice item and its point value if it is a constructed response item The achievement data almanac files available in the Combined International Database are listed in Exhibit 10 The achievement data almanacs also display the international averages for each item with each country weighted equally The sixth grade countries and benchmark participants listed below the international averages are not included in the calculation of international averages Exhibit 10 TIMSS and PIRLS 2011 Achievement Data Almanacs Achievement Data Almanac Contents TP11_REA_ItemAlmanac Almanac for PIRLS reading items TP11_MAT_ItemAlmanac Almanac for TIMSS mathematics items TP11_SCI_ItemAlmanac Almanac for TIMSS science items There are two types of displays in the achievement data almanacs depending on whether an item is a multiple choice item or a constructed response item The statistics displayed in these almanacs are as follows e N The number of students to whom the item was administered e DIFF Percent of students that responded correctly to a multiple choice item e A B C and D The percent of s
27. hin each country The school codes are not unique across countries Schools across countries can be uniquely identified only with the IDCNTRY and IDSCHOOL combination of linking variables IDCLASS IDCLASS is a six digit identification code that uniquely identifies the sampled classrooms within a country The variable IDCLASS has a hierarchical structure and is formed by concatenating the IDSCHOOL variable and a two digit sequential number identifying the sampled classrooms within a school Classrooms can be uniquely identified in the database by the combination of IDCNTRY and IDCLASS as linking variables FA TIMSS amp PIRLS 18 TIMSS AND PIRLS 2011 COMBINED DATABASE USER GUIDE International Study Center IDSTUD IDSTUD is an eight digit identification code that uniquely identifies each sampled student in a country The variable IDSTUD also has a hierarchical structure and is formed by concatenating the IDCLASS variable and a two digit sequential number identifying all students within each classroom Students can be uniquely identified in the database by the combination of IDCNTRY and IDSTUD as linking variables IDBOOK_T IDBOOK_T identifies the specific TIMSS assessment booklet that was administered to each student In TIMSS 2011 the booklets were given a numerical value from 1 through 14 IDBOOK_P IDBOOK P identifies the specific PIRLS assessment booklet that was administered to each student In PIRLS 2011 the booklets we
28. ir proper interpretation is tied directly to performance on the TIMSS amp PIRLS y International Study Center HEE Lynch School of Education Boston College DESCRIBING THE DATABASE FILES 9 trend scales of TIMSS mathematics and science and the trend scale of PIRLS reading The international benchmark variables for reading mathematics and science were used for analyzing the profiles of performance in the TIMSS and PIRLS 2011 Relationships Report The TIMSS and PIRLS 2011 Combined International Database contains a set of variables indicating which International Benchmark the students reached in reading mathematics and science There is a benchmark variable for each plausible value of the overall reading mathematics and science scales The International Benchmark variables follow the achievement score variable naming convention where the fourth through sixth positions have the letters IBM Thus ASRIBMO01 through ASRIBM05 are the five benchmark variables for overall reading ASMIBMO1 through ASMIBMO05 are the five benchmark variables for overall mathematics and ASSIBMO1 through ASSIBM05 are the five benchmark variables for overall science The codes used for the benchmark variables are described in Exhibit 5 Exhibit 5 TIMSS 2011 and PIRLS 2011 International Benchmark Variable Codes Code Description 1 Student performed below the Low International Benchmark gt Student performed at or above the Low International
29. is needed in order to uniquely identify all teachers and the classes they teach Teacher background variables are linked to the appropriate TIMSS amp PIRLS wy International Study Center E Lynch School of Education Boston College DESCRIBING THE DATABASE FILES 19 students using the student teacher linkage data files The variable IDSCHOOL contained in all files is a unique identification number for each school within a country Combined with IDCNTRY it can be used to link school background data to corresponding students or teachers Exhibit 9 Location of Identification Variables in the TIMSS and PIRLS 2011 Data Files Identification Data File Type Variable AST ATG ACG ASH gt v gt gt v 2 IDCNTRY IDGRADE IDPOP IDSCHOOL IDCLASS IDSTUD IDBOOK IDSTRATE IDSTRATI IDTEACH e J IDLINK e J Tracking Variables Information about students teachers and schools provided by the survey tracking forms is stored in the tracking variables These variables have the prefix IT All tracking variables are included in the student background data files ITLANG is included in the student achievement data files student background data files and home background data files ITSEX Gender of each student as stated in the Student Tracking Forms ITBIRTHM and ITBIRTHY Month and year of birth of each student as stated in the Student Tracking Forms ITDATEM and ITDATE
30. itional column to indicate the reading demand level of each mathematics and science item This information was used in the analysis of reading demands in the TIMSS 2011 mathematics and science items presented in the TIMSS and PIRLS 2011 Relationships Report The Combined International Database also includes an Excel file with the classification data that were used to validate the Reading Demands categorization of the TIMSS 2011 mathematics and science items TIMSS amp PIRLS wy International Study Center A Lynch School of Education Boston College INTRODUCTION 3 Reliability Data Finally the TIMSS and PIRLS 2011 Combined International Database does not include the reliability files typically found in the TIMSS and PIRLS international databases Users interested in evaluating the reliability of the TIMSS 2011 and PIRLS 2011 constructed response items will find the reliability data in the individual TIMSS 2011 and PIRLS 2011 International Databases References Foy P Arora A amp Stanco G M Eds 2013 TIMSS 2011 user guide for the international database Chestnut Hill MA TIMSS amp PIRLS International Study Center Boston College Foy P amp Drucker T D Eds 2013 PIRLS 2011 user guide for the international database Chestnut Hill MA TIMSS amp PIRLS International Study Center Boston College IBM Corporation 2012 IBM SPSS statistics version 20 0 Somers NY Author International Association for th
31. mpling and weighting methodology applied to the TIMSS and PIRLS 2011 data All weighting variables are described in the sampling section of Methods and Procedures in TIMSS and PIRLS 2011 Structure and Design Variables Besides the variables used to store responses to the background questionnaires and achievement booklets the TIMSS and PIRLS 2011 data files also contain variables meant to store information that identify and describe the respondents and design information required to properly analyze the data Identification Variables In all TIMSS and PIRLS data files several identification variables are included that provide information to identify countries students teachers or schools These variables also are used to link cases between the different data file types The identification variables have the prefix ID and are described below IDCNTRY IDCNTRY is a five digit country identification code based on the ISO 3166 classification presented in Exhibit 2 This variable should always be used as the first linking variable whenever files are linked within and across countries IDPOP IDPOP identifies the target grade and is set to 1 to indicate primary schooling IDGRADE IDGRADE identifies the target grade of the participating students In TIMSS 2011 and PIRLS 2011 the usual value is 4 for most countries IDSCHOOL IDSCHOOL is a four digit identification code that uniquely identifies the participating schools wit
32. national Database Foy Arora amp Stanco 2013 and the PIRLS 2011 International Database Foy amp Drucker 2013 Nevertheless the Combined International Database does differ in many respects to the individual TIMSS 2011 and PIRLS 2011 International Databases as was described in the Introduction 2 TIMSS and PIRLS 2011 Achievement Items Documentation A number of documents related to the TIMSS and PIRLS 2011 achievement items are available for download along with the TIMSS and PIRLS 2011 Combined International Database They include summary information on the TIMSS 2011 items and PIRLS 2011 items as well as the IRT item parameters estimated from the TIMSS 2011 concurrent item calibration and the PIRLS 2011 concurrent item calibration Information on the TIMSS 2011 released items and the PIRLS 2011 released passages and items is available in the individual TIMSS 2011 and PIRLS 2011 International Databases respectively Achievement item information files are provided to enable users of the combined database to readily produce summaries of item characteristics There are separate achievement item information files for TIMSS and PIRLS These files are available in Excel format and include the following information for each item in the TIMSS 2011 and PIRLS 2011 assessments e The item s permanent and unique identifier e The item s block and its sequential location within the block for TIMSS items e The item s passage name and its sequen
33. nd data files using the country and school identification variables The school background data files in the TIMSS and PIRLS 2011 Combined International Database are in every way identical to the school background data files present in the individual TIMSS 2011 and PIRLS 2011 International Databases Teacher Background Data Files ATG The reading mathematics and science teachers of the students who were sampled for TIMSS 2011 and PIRLS 2011 were administered a questionnaire with questions pertaining to their background and their teaching practices in the classes of the sampled students Each teacher was asked to respond to a questionnaire for each class taught that contained sampled students The teacher background data files contain one record for each teacher who taught the sampled students If a teacher taught more than one sampled class he or she was expected to complete only one part A general background questions and a separate part B class specific questions for each sampled class they taught A single teacher questionnaire was used to collect information on reading mathematics and science Teachers were asked to complete all relevant portions and all teachers responses are found in the ATG files In the teacher background data files each teacher has a unique identification number IDTEACH and a link number IDLINK that is specific to the class taught by the teacher and to which the information in the data record corresponds The
34. nited States n TIMSS amp PIRLS International Study Center Lynch School of Education Boston College Contents Introduction e amp 6 6 ew 6 H BL Bene bo A RS WR A Be Describing the TIMSS and PIRLS 2011 Combined International Database Files ccc cee veces TIMSS amp PIRLS International Study Center Lynch School of Education Boston College Introduction 1 The TIMSS and PIRLS 2011 User Guide and Combined International Database In 2011 34 countries and 3 benchmarking entities administered the TIMSS and PIRLS assessments to the same samples of fourth grade students Botswana and Honduras administered the assessments at the sixth grade This provided a unique opportunity to analyze the relationships across reading mathematics and science achievement at the fourth grade To that end the TIMSS amp PIRLS International Study Center created a special international database that includes all students who participated in both assessments along with proper sampling weights and achievement scores This database comprises student achievement data as well as student home teacher and school data for these 34 countries and 3 benchmarking participants In total the database includes data from 185 475 students 171 098 parents 14 258 teachers and 6 469 school principals All participating countries gave the IEA permission to release their national data Because the TIMSS and PIRLS 2011 Fourth Grade Combined Interna
35. of comprehension for PIRLS items e The item s reading demand level for TIMSS items e The item s type either multiple choice or constructed response e The number of options for a multiple choice item e The correct response key for a multiple choice item e The item s point value e An indicator showing if the item was included in the IRT scaling and e An indicator showing if the item was released after the 2011 assessment The Combined International Database also includes Excel files with the IRT item parameters estimated for all 2007 and 2011 items from the TIMSS 2011 concurrent item calibrations as well as for all 2006 and 2011 items from the PIRLS 2011 concurrent item calibration These same item parameters are presented in the scaling section of Methods and Procedures in TIMSS and PIRLS 2011 Martin amp Mullis 2012 Users should note that the TIMSS items released in 2007 and the PIRLS items released in 2006 included in the respective concurrent calibrations were not used for the multi dimensional scaling of the three subjects reading mathematics and science 3 The TIMSS and PIRLS 2011 Data Files The TIMSS and PIRLS 2011 Combined International Database includes the actual data from all instruments administered to the students their parents their teachers and their school principals for both TIMSS 2011 and PIRLS 2011 This includes the student responses to the achievement items PIRLS reading and TIMSS mathemati
36. purpose of the student teacher linkage data files is to link teacher level data with student level data in order to perform appropriate student level analyses where teacher characteristics are considered as attributes of the students Background Variable Naming Convention The background variable naming convention is based on a 7 or 8 character string The following rules are applied in naming the background variables e The first character is always A e The second character indicates the type of respondent The letter C is used to identify data from the school principals the letter T is used for teacher data and the letter S for student and parent data e The third character is used to indicate the source of the data The letter B is used for all background variables associated with questions in the background questionnaires as well as the Rasch scores to contextual scales derived from these data The letter D is used for all variables derived from responses in the background questionnaires in addition to the index variables constructed from the background Rasch scores see the Context Questionnaire Scales in Methods and Procedures in TIMSS and PIRLS 2011 e The fourth character is used to indicate the subject or topic to which a background question refers The following letters are used G General questions H Home questionnaire questions R Questions related to reading M Questions related
37. re given a numerical value from 1 through 13 IDSTRATE amp IDSTRATI IDSTRATE and IDSTRATI are identification variables generated by the school sampling process IDSTRATE identifies the explicit strata and IDSTRATI the implicit strata from which the participating schools were sampled The codes assigned to these two variables vary from country to country and are documented in Supplement 4 to the TIMSS 2011 and PIRLS 2011 User Guides IDTEACH IDTEACH is a six digit identification code that uniquely identifies a teacher within a school It has a hierarchical structure and is formed by concatenating IDSCHOOL and a two digit sequential number within each school IDLINK IDLINK uniquely identifies the class for which a teacher answered a questionnaire The combination of linking variables IDCNTRY IDTEACH and IDLINK uniquely identifies all teacher class combinations in the database Exhibit 9 shows in which data files the various identification variables are located Shaded regions also highlight the combinations of variables used to uniquely identify the records contained in the different data file types In the student background home background and achievement data files the variables IDCNTRY and IDSTUD provide a unique identification number to identify all students in the database Because teachers may teach more than one class the combination of the IDCNTRY IDTEACH and IDLINK variables in the teacher background data files
38. riables includes the following e The sample size number of students parents teachers or schools included in the sample e The number of valid cases number of students parents teachers or schools for whom valid data were obtained e The weighted percentages of students for whom the variable is coded as Not Administered or Omitted percentages based on the sample size e The weighted mean mode minimum maximum and the 5th 10th 25th 50th 75th 90th and 95th percentiles across students based only on the students with valid data as well as Not Applicable codes when used and e In cases where a variable can be coded as Not Applicable because of an earlier filter question the weighted percentage of students for whom the variable is coded as Not Applicable also is displayed It is important to note that all percentages and distributional statistics of continuous variables reported in the background data almanacs always are based on student level calculations for example the percentage of students whose teachers or schools gave a particular response to a question because teacher data and school data usually are analyzed as student attributes 6 TIMSS and PIRLS 2011 Program Files The TIMSS and PIRLS 2011 Combined International Database includes a number of SAS programs designed to facilitate the manipulation of the TIMSS and PIRLS 2011 data files The program CONVERT SAS is used to convert the
39. s The weight variable SCHWGT is designed for use in school level analyses where the schools are the units of analysis Exhibit 8 Location of Sampling and Weighting Variables in the TIMSS and PIRLS 2011 Data Files Sampling and Data File Type Weighting Variable ASG ASA AST ACG JKREP o e o JKZONE e o e JKCREP JKCZONE TOTWGT o e o SENWGT HOUWGT TCHWGT REAWGT MATWGT SCIWGT SCHWGT WGTFAC1 WGTADJ1 WGTFAC2 WGTADJ2 WGTFAC3 WGTADJ3 The weight variables TCHWGT REAWGT MATWGT and SCIWGT are designed specifically for using teacher background data in student level analyses and are based on TOTWGT Whereas TCHWGT is used for analyses using all teachers REAWGT MATWGT and SCIWGT are used for analyses of reading mathematics and science teachers respectively The teacher weights are located in the student teacher linkage files AST not in the actual teacher background data files ATG Analyses with teacher data will be properly weighted by merging the teacher files with the student teacher linkage files The sampling variables beginning with the letters JK are used to compute standard errors based on the jackknife repeated replication methodology All weighting variables beginning with the letters fA TIMSS amp PIRLS internationa stugy center DESCRIBING THE DATABASE FILES 17 WGT are included to provide insight into the multi stage sa
40. school principal should have answered but did not The length of the omitted response code given to a variable in the SPSS data files depends on the number of characters needed to represent the variable In all cases the space necessary to represent the variable is filled with 9 s For questionnaire data no distinction was made between items left blank and items with invalid answers such as checking two or more response options in a categorical question or unreadable or uninterpretable responses to open ended questions In a small number of cases data received from a country in an invalid or inconsistent manner also were coded as Omitted Not Administered Response Codes SAS A SPSS sysmis Special codes were given to items that were Not Administered to distinguish these cases from data that were missing due to non response In general the Not Administered code was used when an entire questionnaire was not completed or a specific question was not administered such as when a question was left out of the instrument or misprinted Specifically the Not Administered code was used in the following cases e Background question left out or misprinted When a particular question or a whole page was misprinted or otherwise not available to the respondent the corresponding variables were coded as Not Administered e Background questions removed Variables corresponding to questions in the student home teacher
41. tial location for PIRLS items e The item s label e The item s content domain and cognitive domain for TIMSS items TIMSS amp PIRLS wy International Study Center HEE Lynch School of Education Boston College DESCRIBING THE DATABASE FILES 5 Exhibit 2 Countries Included in the TIMSS and PIRLS 2011 Combined International Database ISO Code Country Alpha Numeric Australia AUS 036 Austria AUT 040 Azerbaijan AZE 031 Chinese Taipei TWN 158 Croatia HRV 191 Czech Republic CZE 203 Finland FIN 246 Georgia GEO 268 Germany DEU 276 Hong Kong SAR HKG 344 Hungary HUN 348 Iran Islamic Rep of IRN 364 Ireland IRL 372 Italy ITA 380 Lithuania LTU 440 Malta MLT 470 Morocco MAR 504 Northern Ireland NIR 928 Norway NOR 578 Oman OMN 512 Poland POL 616 Portugal PRT 620 Qatar QAT 634 Romania ROM 642 Russian Federation RUS 643 Saudi Arabia SAU 682 Singapore SGP 702 Slovak Republic SVK 703 Slovenia SVN 705 Spain ESP 724 Sweden SWE 752 United Arab Emirates ARE 784 Sixth Grade Countries Botswana BWA 072 Honduras HND 340 Benchmarking Participants Quebec Canada CQU 9133 Abu Dhabi UAE AAD 7842 Dubai UAE ADU 7841 6 TIMSS AND PIRLS 2011 COMBINED DATABASE USER GUIDE EA TIMSS amp PIRLS International Study Center Lynch School of Education Boston College e The item s purpose for reading and process
42. tional Database integrates data from the TIMSS 2011 International Database Foy Arora amp Stanco 2013 and the PIRLS 2011 International Database Foy amp Drucker 2013 much of the relevant documentation also will be found in the individual TIMSS 2011 and PIRLS 2011 International Databases In particular no supplements are provided with this database all relevant information can be found in the supplements that accompany the TIMSS 2011 User Guide and the PIRLS 2011 User Guide This User Guide emphasizes the aspects of the TIMSS and PIRLS 2011 Combined International Database that differentiate it from the individual TIMSS 2011 and PIRLS 2011 International Databases All analyses presented in the TIMSS and PIRLS 2011 Relationships Report Martin amp Mullis 2013 relied on the data in the TIMSS and PIRLS 2011 Combined International Database Special statistical methods were used for most of these analyses beyond the scope of the usual statistical tools described in past user guides For this reason this User Guide does not provide instruction on how to analyze the data using the IEA IDB Analyzer IEA 2012 nor using SAS macros SAS Institute 2011 Users interested in using these tools to analyze the data in the Combined International Database may refer to the instructions provided in the TIMSS 2011 User Guide and the PIRLS 2011 User Guide 2 Contents of the TIMSS and PIRLS 2011 Combined International Database The entire TIMSS and PIRLS 2011
43. to mathematics and S Questions related to science e The fifth through eighth characters of all background questionnaire variables represent the sequential numbering of the questions as presented in their respective questionnaires 3 Because of the modular structure of the background questionnaires the sequential numbering can be specific to each module TIMSS amp PIRLS International Study Center 12 TIMSS AND PIRLS 2011 COMBINED DATABASE USER GUIDE A Lynch School of Education Boston College Background Variable Location Convention Although the background variable naming convention was modified in 2011 in order to show explicitly the ordering of questions in the background questionnaires each question also was assigned a unique location code as shown in Exhibit 6 This unique code includes the sequence number of the question within the questionnaire the same sequence number now found in the question s variable name For example if the location variable is given as SQG 06 it refers to general question 6 in the student background questionnaire This convention is followed in the data almanacs and in the description of the variables included in Supplements 1 and 2 to the TIMSS 2011 and PIRLS 2011 User Guides Exhibit 6 Background Questionnaire Variable Location Convention Questionnaire Location Variable Student Questionnaire SQG eee General questions SQR e Reading questions SQMS e Mathematics and science questions
44. tudents choosing each one of the response options for a multiple choice item e Scoring Guide Codes e g 10 11 70 71 for TIMSS 0 1 2 3 for PIRLS The percent of student responses assigned each of the codes in the scoring guide for a constructed response item e OMITTED The percent of students that omitted or did not respond to the item e NOT REACHED The percent of students that did not reach the item e V1 V2 and V3 The percent of students that scored 1 point or better on the item V1 2 points or better on the item V2 or 3 points V3 and e 1 GIRL RIGHT and 2 BOY RIGHT The percent of girls and boys that either got a multiple choice item correct or obtained the maximum score on a constructed response item Background Data Almanacs Background data almanac files contain weighted summary statistics for each participating country on each variable in the student home teacher and school background questionnaires including the contextual scales and their indices and the derived variables based on these background variables Among the statistics reported is mean achievement reading mathematics or science by response category The background data almanacs also display for each variable the question as it was asked its location in the corresponding questionnaire and its variable name in the data files The FA TIMSS amp PIRLS 22 TIMSS AND PIRLS 2011 COMBINED DATABASE USER GUIDE International Study Center ba
45. used for analyzing the profiles of performance in the TIMSS and PIRLS 2011 Relationships Report Context Questionnaire Scales The context questionnaire scales included in the TIMSS and PIRLS 2011 Combined International Database are the same scales found in the individual TIMSS 2011 and PIRLS 2011 International Databases However their numerical values are slightly different because they were re scaled for reporting in the TIMSS and PILRS 2011 Relationships Report An additional contextual scale was created for the effective schools analysis presented in the TIMSS and PIRLS 2011 Relationships Report and added to the Combined International Database One PIRLS 2011 scale Instruction Affected by Reading Resource Shortages ACBGRRS and two TIMSS 2011 scales Instruction Affected by Mathematics Resource Shortages ACBGMRS and Instruction Affected by Science Resource Shortages ACBGSRS were combined into a single unified contextual scale labeled Instruction Affected by Any Resource Shortages ACBGARS Derived Variables All derived variables found in the individual TIMSS 2011 and PIRLS 2011 International Databases also are available in the TIMSS and PIRLS 2011 Combined International Database Although none of the derived variables were considered for analysis in the TIMSS and PIRLS 2011 Relationships Report they were added in anticipation of further secondary analyses Reading Demands The TIMSS 2011 item information spreadsheets include an add
46. weighting variables nor do the home background data files Users should note that the sampling weights included in the TIMSS and PIRLS 2011 Combined International Database are not identical to the sampling weights in the individual TIMSS 2011 and PIRLS 2011 International Databases They were re computed in order to take into account the fact that only students who responded to both TIMSS 2011 and PIRLS 2011 assessments were retained in the combined international database TIMSS amp PIRLS wy International Study Center HEE Lynch School of Education Boston College DESCRIBING THE DATABASE FILES 15 Exhibit 7 TIMSS and PIRLS 2011 Sampling and Weighting Variables Variable Name Description TOTWGT Total student weight sums to the national population SENWGT Student senate weight sums to 500 in each country HOUWGT Student house weight sums to the national student sample size TCHWGT Overall teacher weight REAWGT Reading teacher weight MATWGT Mathematics teacher weight SCIWGT Science teacher weight The sampling zone or stratum to which the school is assigned in JKZONE the student level files JKREP The sampling replicate or primary sampling unit to which the school is assigned in the student level files The sampling zone or stratum to which the school is assigned in JKCZONE the school file JKCREP The sampling replicate or primary sampling unit to which the school is assigne
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