The 1995 British Columbia Assessment of Mathematics and Science

TABLE OF CONTENTS

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1 INTRODUCTION (13K)

1.1 Background and Purpose of the Assessment
1.2 Organization and Scope
1.2.1 The Combination of Two Subjects
1.2.2 Timelines and Related Issues
1.3 Questions Addressed by the Assessment
1.4 Structure of the Report

2.1 Participants in the Study
2.1.1 Contract Team
2.1.2 Technical Review Committee
2.1.3 Item Validation Committees
2.1.4 Item Selection Committee
2.1.5 Free-Response Coding Committees
2.1.6 Interpretation Panels
2.2 Target Populations and Timelines
2.2.1 Student Populations
2.2.2 Teacher Populations
2.2.3 Timelines
2.3 Sampling Procedures and Returns
2.3.1 Nature of the Sample
2.4 Assessment Instruments
2.4.1 Student Instruments
2.4.2 Teacher Instruments
2.5 Methods of Analysis
2.5.1 Generalizability Coefficients
2.5.2 Standard Errors of Individual Multiple-Choice Items
2.5.3 Participation Rates

3.1 General Description of the Forms
3.2 General Background Questions
3.2.1 Introduction
3.2.2 Age and Gender of Students
3.2.3 Country of Origin and Language Spoken
3.2.4 Program and Language of Class
3.2.5 Language of Instruction in Mathematics
3.2.6 Calculators and Computers
3.2.7 Students' Perceptions of Achievement in Mathematics and Science
3.2.8 Student Liking of Mathematics and Science
3.2.9 Out-of-School Activities
3.2.10 Grade 10 Type of Timetable
3.2.11 Grade 10 Plans After Leaving Secondary School
3.2.12 Grade 10 Plans for Grades 11 and 12 Mathematics and Science
Courses
3.2.13 Grade 10 Plans for Post-Secondary Mathematics and Science
Courses
3.2.14 Grade 10 Plans for Years of Future Schooling
3.3 Activities in the Classroom and Perceptions of Mathematics
3.3.1 Introducing A New Mathematics Topic
3.3.2 Activities in the Mathematics Classroom
3.3.3 Attitudes Toward Problem Solving
3.4 Activities in the Classroom and Perceptions of Science
3.4.1 Out-of-Class Science-Oriented Activities
3.4.2 Science Classroom Activities
3.4.3 Student Attitudes Toward Science

4.1 How the Results are Reported
4.2 Grade 4 Mathematics Achievement Results
4.2.1 Achievement by Content Domain
4.3 Grade 7 Mathematics Achievement Results
4.3.1 Achievement by Content Domain
4.4 Grade 10 Mathematics Achievement Results
4.4.1 Mathematics 10 Achievement Results
4.4.2 Mathematics 10A Achievement Results

5.1 How the Results are Reported
5.2 Grade 4 Science Achievement Results
5.2.1 Achievement by Content Domain
5.2.2 Grade 4 Science: Recommended Achievement Ratings
5.3 Grade 7 Science Achievement Results
5.3.1 Achievement by Content Domain
5.3.2 Grade 7 Science: Recommended Achievement Ratings
5.4 Grade 10 Science Achievement Results
5.4.1 Achievement by Content Domain
5.4.2 Grade 10 Science: Recommended Achievement Ratings
5.5 Summary

6.1 Achievement in Mathematics and Related Student Variables
6.1.1 Mathematics Achievement and Student Background
6.1.2 Mathematics Achievement and Student Attitudes Toward Mathematics
6.1.3 Gender and Performance on Mathematics Free-Response Items
6.1.4 Language Spoken at Home and Performance on Free-Response Items
6.2 Achievement in Science and Related Student Variables
6.2.1 Gender Differences in Achievement
6.2.2 Grade 7 Science Achievement and Science-Oriented Activities
6.2.3 Grade 10 Science Achievement and Science-Oriented Activities
6.2.4 Grade 10 Student Background, Attitudes, and Achievement
6.2.5 Gender Differences and Science Attitudes
6.3 Differences in Achievement According to Timetable Pattern

7.1 Mathematics Achievement Changes
7.1.1 Grade 4 Mathematics Change 1990-95
7.1.2 Grade 7 Mathematics Change 1990-95
7.1.3 Grade 10 Mathematics 1990-95
7.1.4 Mathematics 10A
7.2 Science Achievement Changes
7.2.1 Grade 4 Science Achievement Changes 1991-95
7.2.2 Grade 7 Science Achievement Changes 1991-95
7.2.3 Grade 10 Science Achievement Changes 1991-95

8.1 Background and Design of the Codes
8.2 Description of the Instruments
8.2.1 Mathematics Content
8.2.2 Science Content
8.3 Procedures and Inter-Rater Reliabilities
8.3.1 Preparation of Booklets and Reliability Checks
8.3.2 Training of Coding Committees
8.3.3 Inter-Rater Reliability
8.4 Mathematics Achievement Results
8.4.1 Grade 4 Results
8.4.2 Grade 7 Results
8.4.3 Grade 10 Results
8.5 Science Achievement Results
8.5.1 Grade 4 Results
8.5.2 Grade 7 Results
8.5.3 Grade 10 Results
8.5.4 General Recommendation

9.1 Structure of the Questionnaires
9.1.1 Mathematics Teacher Demographics
9.1.2 Teaching Load and Educational Involvement of Mathematics Teachers
9.1.3 Mathematics Implementation and Classroom Practices
9.1.4 Teachers' Perceptions of Mathematics Topics and Activities
9.1.5 Student Evaluation in Mathematics

10.1 Structure of the Questionnaires
10.1.1 Science Teacher Demographics
10.1.2 Teaching Loads and Educational Involvement of Science Teachers
10.1.3 Coordination of Science in Schools and Districts
10.1.4 Resources and Facilities for Science
10.1.5 Science Implementation and Classroom Practices
10.1.6 Safety in the Science Classroom
10.1.7 Student Evaluation in Science

11.1 Recommendations to Teachers
11.1.1 Recommendations to Teachers of Grade 4 Mathematics
11.1.2 Recommendations to Teachers of Grade 7 Mathematics
11.1.3 Recommendations to Teachers of Grade 10 Mathematics
11.1.4 Cross-Course and Cross-Grade Mathematics Recommendations
11.1.5 Recommendations to Teachers of Grade 4 Science
11.1.6 Recommendations to Teachers of Grade 7 Science
11.1.7 Recommendations to Teachers of Grade 10 Science
11.1.8 Recommendations to Teachers of Science at all Levels
11.2 Recommendations to the Ministry and to School Districts
11.2.1 Timetables and Student Achievement Recommendation
11.2.2 Recommendation About Interpretation Panels
11.2.3 Recommendation About Participation Rates
11.2.4 Recommendations About Teachers of Mathematics
11.2.5 Recommendations About Teachers of Science
11.3 Other Recommendations

Appendix A: Contributors to the Assessment (23K)

Bibliography (13K)

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