The TIMSS 2015 Context Questionnaire Framework establishes the foundation for the background information collected in TIMSS 2015. Through the TIMSS 2015 Encyclopaedia and context questionnaires, TIMSS collects data about how educational systems throughout the world deliver and promote learning in mathematics and science. These data on system structure, school organization, curricula, teacher education, and classroom practices reveal many pathways to teaching and learning. In particular, when compared across countries and in relation to student achievement, this information can provide insight into effective educational strategies for development and improvement. Participating countries each contribute a chapter to the TIMSS 2015 Encyclopaedia and complete questionnaires to provide important information about their national policies and curricula for teaching and learning mathematics and science. Students in the fourth or eighth year of schooling typically have gained most of their mathematics and science learning at school and at home, influenced to some extent by experiences outside of school. Community, school, classroom, and home environments that support each other can create extremely effective climates for learning. To reflect this situation, the TIMSS 2015 Context Questionnaire Framework encompasses five broad areas: National and community contexts; Home contexts; School contexts; Classroom contexts; and Student characteristics and attitudes toward learning. The context questionnaires that accompany the mathematics and science assessments are an essential component of TIMSS data collection. The students as well as their parents, teachers, and school principals’ complete questionnaires covering a wide array of policy relevant information about the country’s home and school contexts for teaching and learning mathematics and science. The student questionnaires also ask about attitudes toward learning mathematics and science.

Global Media and Information Literacy (MIL) Assessment Framework

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