Trends in International Mathematics and Science Study 2007 (TIMSS 2007)
Table of contents
> Link to application form (Scientific Use Files)
| Data Set Published on | 01.07.2013 |
|---|---|
| Current Version Available Since | 01.07.2013 |
| Survey Period | 2007 |
| Sample | Students in grade 4 (N=5,200) at General Education Schools (N=246); Classes (N=246); Teachers (N=373) |
| Survey Unit | Parents Principals Students Teachers |
| Measured Competencies | Mathematics, Natural Sciences |
| Region | Germany, Baden-Wuerttemberg, Bavaria, Berlin, Brandenburg, Bremen, Hamburg, Hesse, Mecklenburg-Western Pomerania, Lower Saxony, North Rhine-Westphalia, Rhineland-Palatinate, Saarland, Saxony, Saxony-Anhalt, Schleswig-Holstein, Thuringia |
| Principal Investigators | Bos, Prof. Dr. Wilfried |
| Data Producers | Kultusministerkonferenz (KMK) |
| Funded by | Federal Ministry of Education and Research , Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany |
| Link | Internationale Website: https://www.iea.nl/studies/iea/timss/2007 Nationale Website: https://www.forschungsdaten-bildung.de/studien/275-timss-trends-in-international-mathematics-and-science-study-2007/?cHash=d1d2178b673acef2f7fc71744ee108a4 |
| Related Studies | TIMSS 2011 (DOI: 10.5159/IQB_TIMSS_2011_v1), TIMSS 2015 (DOI: 10.5159/IQB_TIMSS_2015_v2), TIMSS 2019 (DOI: 10.5159/IQB_TIMSS_2019_v3) |
| Suggested Citation | Bos, W., Bonsen, M., Baumert, J., Prenzel, M., Selter, C., & Walther, G. (2013). Trends in International Mathematics and Science Study 2007 (TIMSS 2007) (Version 1) [Data set]. Berlin: IQB – Institut zur Qualitätsentwicklung im Bildungswesen. http://doi.org/10.5159/IQB_TIMSS2007_v1 |
| Restriction Notice | No federal state identifier variable is available for these records. Cognitive abilities must not be used as a dependent variable in the analyses. |
Project description
TIMSS 2007 is an international educational large scale assessment conducted by the International Association for the Evaluation of Educational Achievement (IEA). The study was designed to assess the academic skills and abilities of grade 4 mathematics and science students. In addition to data on students' achievement, the results of background questionnaires given to students, teachers and principals were considered, thus enabling researchers to investigate links between mathematics and science achievement on the one hand and class and school characteristics on the other. A key feature of TIMSS is that the achievement tests are adapted to the mathematics and science curricula in each participating country, with experts completing questionnaires on the intended curriculum for each individual country. The intended curriculum can then be compared to the implemented curriculum, the assessment of which was based on principals’ and teacher questionnaires. In a subsequent step, students were given achievement tests and questionnaires with regard to their classroom experiences, thereby providing information on the attained curriculum. This approach enables researchers to make more precise statements on the influence of the school environment and other contextual factors on students' learning progress. The national assessment of TIMSS 2007 in Germany was carried out by the Institute for School Development Research (IFS) at TU Dortmund University. (IQB)
Blank data sets
For a first overview of the data sets and their variables, dummy data sets containing variables and value labels are provided for download here.
- TIMSS2007 Students and Parents data (SPSS)
- TIMSS2007 Teachers data (SPSS)
- TIMSS2007 School principals data (SPSS)
Documentation
Here you can find further documentation:
Further information on TIMSS 2011 can be found on the websites of the IEA and the TIMSS & PIRLS International Study Center.
Literature
Selected literature is listed 
here (as of May 2021).
2021
Tahirsylaj, A. & Werler, T. C. (2021). In Search of Dimensions of Bildung: A Quantitative Approach. Nordic Studies in Education, 41(1), 1–23. https://doi.org/10.23865/nse.v41.2130
2019
Guill, K. & Lintorf, K. (2019). Private tutoring when stakes are high: Insights from the transition from primary to secondary school in Germany. International Journal of Educational Development, 65, 172–182. https://doi.org/10.1016/j.ijedudev.2018.08.001
2018
Autorengruppe Bildungsberichterstattung. (2018). Bildung in Deutschland 2018. Ein indikatorengestützter Bericht mit einer Analyse zu Bildung und Migration [Education in Germany 2018. An indicator-based report including an analysis of education and migration]. Bielefeld: wbv. https://doi.org/10.3278/6001820fw
Schult, J. & Sparfeldt, J. R. (2018). Reliability and Validity of PIRLS and TIMSS. European Journal of Psychological Assessment, 34(4), 258–269. https://doi.org/10.1027/1015-5759/a000338
2016
Autorengruppe Bildungsberichterstattung. (2016). Bildung in Deutschland 2016. Ein indikatorengestützter Bericht mit einer Analyse zu Bildung und Migration [Education in Germany 2016. An indicator-based report including an analysis of education and migration]. Bielefeld: Bertelsmann. https://doi.org/10.3278/6001820ew
2015
Porsch, R. (2015). Unterscheiden sich Mathematiklehrkräfte an Grundschulen mit und ohne Fach-Lehrbefähigung hinsichtlich ihrer berufsbezogenen Überzeugungen? Ergebnisse aus TIMSS 2007. Mathematica didactica, 38, 5–36. Verfügbar unter http://www.mathematica-didactica.com/altejahrgaenge/md_2015/md_2015_Porsch_Mathematiklehrkraefte.pdf
Walzebug, A. (2015). Sprachlich bedingte soziale Ungleichheit. Theoretische und empirische Betrachtungen am Beispiel mathematischer Testaufgaben und ihrer Bearbeitung. Münster: Waxmann.
2013
Bos, W., Bonsen, M., Baumert, J., Prenzel, M., Selter, C. & Walther, G. (2013). Trends in International Mathematics and Science Study 2007 (TIMSS 2007) (Version 1) [Datensatz]. Berlin: IQB - Institut zur Qualitätsentwicklung im Bildungswesen. https://doi.org/10.5159/IQB_TIMSS2007_v1
Frey, A. (2013). Soziale Kompetenz. Eine Fragebogenerfassung in der Grundschule. Münster: Waxmann.
Schmitz, S., Tarelli, I., Wendt, H. & Bos, W. (2013). Bildungschancen von Kindern alleinerziehender Eltern. In H. Bertram & K. Konrath (Hrsg.), Reiche, kluge, glückliche Kinder? Der UNICEF-Bericht zur Lage der Kinder in Deutschland (S. 118–133). Weinheim: Beltz Juventa.
Wendt, H., Euen, B. & Bos, W. (2013). TIMSS 2007 Nutzermanual. Dokumentation zur Arbeit mit den Datensätzen von TIMSS 2007 [TIMSS 2007 user manual. Documentation regarding the handling with data sets of TIMSS 2007]. Verfügbar unter https://www.iqb.hu-berlin.de/fdz/studies/TIMSS2007/TIMSS2007_Manual.pdf
2012
Lintorf, K. (2012). Wie vorhersagbar sind Grundschulnoten? Prädiktionskraft individueller und kontextspezifischer Merkmale. Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-531-94339-8
2010
Bos, W., Stubbe, T. C. & Buddeberg, M. (2010). Gibt es eine armutsbedingte Bildungsbenachteiligung? Die Operationalisierung verschiedener Indikatoren der sozialen Herkunft von Schülerinnen und Schülern in der empirischen Bildungsforschung. In D. H. Rost (Hrsg.), Intelligenz, Hochbegabung, Vorschulerziehung, Bildungsbenachteiligung. [Fachtagung zum zehnjährigen Bestehen der "Begabungsdiagnostischen Beratungsstelle BRAIN"] (S. 165–208). Münster: Waxmann.
2009
Bos, W., Bonsen, M., Kummer, N., Lintorf, K. & Frey, K. (Hrsg.). (2009). TIMSS 2007. Dokumentation der Erhebungsinstrumente zur "Trends in International Mathematics and Science Study". Münster: Waxmann. Verfügbar unter http://nbn-resolving.de/urn:nbn:de:0111-pedocs-156654
Granzer, D. & Bonsen, M. (2009). Gute Nachrichten von TIMSS - Mathematische und naturwissenschaftliche Leistungen im weltweiten Vergleich. Grundschule, 41(6), 6.
Walther, G. & Bonsen, M. (2009). Hinter die Zahlen geschaut - Zentrale Ergebnisse aus TIMSS: die mathematischen Kompetenzen von Viertklässlern. Grundschule, 41(6), 18.
2008
Bonsen, M., Bos, W. & Frey, A. (2008). Germany. In I. V. S. Mullis, M. O. Martin, J. F. Olsen, D. R. Berger, D. Milne & G. M. Stanco (Hrsg.), TIMSS 2007 Encyclopedia. A guide to mathematics and science education around the world (S. 203–216). Chestnut Hill (MA): TIMSS & PIRLS International Study Center.
Bos, W., Bonsen, M., Baumert, J., Prenzel, M., Selter, C. & Walther, G. (Hrsg.). (2008). TIMSS 2007. Mathematische und naturwissenschaftliche Kompetenzen von Grundschulkindern in Deutschland im internationalen Vergleich. Münster: Waxmann.
Mullis, I. V. S., Martin, M. O., Olsen, J. F., Berger, D. R., Milne, D. & Stanco, G. M. (Hrsg.). (2008). TIMSS 2007 Encyclopedia. A guide to mathematics and science education around the world. Chestnut Hill (MA): TIMSS & PIRLS International Study Center.