CHAPTER 4

TIMSS 2019
Assessment Design

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CHAPTER 4

TIMSS 2019 Assessment Design

Michael O. Martin
Ina V.S. Mullis
Pierre Foy

TIMSS is designed to provide countries with information about their students’ mathematics and science
achievement that can be used to inform evidence-based decisions for improving educational policy
and practice. At the heart of TIMSS is a wide ranging student assessment of mathematics and science
achievement conducted at four year intervals at fourth and eighth grades, together with questionnaires
for parents, students, teachers, school principals, and curriculum experts that gather information about
the social and educational contexts for learning.
Central to TIMSS’ mission is the measurement of student achievement in mathematics and
science in a way that does justice to the breadth and richness of these subjects as they are taught in the
participating countries, and that monitors countries’ improvements or declines by tracking trends in
student performance from one assessment cycle to the next. This requires an assessment that is wide
ranging in its coverage of mathematics and science and innovative in its measurement approach.
Conducted every four years since 1995, with each assessment linked to the one that preceded
it, TIMSS provides regular and timely data for educators and policymakers on trends in students’
mathematics and science achievement. As an additional advantage, administering TIMSS at the fourth
and eighth grades every four years provides the opportunity to monitor achievement changes within
a grade cohort, as the fourth grade students in one TIMSS cycle become the eighth grade students in
the next cycle.
The seventh in the TIMSS series of assessments, TIMSS 2019 continues the TIMSS tradition of
innovation by beginning the transition to the eTIMSS digital format. For the first time, about half the
countries will transition to administering the assessment via computer, while the rest will administer
TIMSS in a paper and pencil format as in previous assessments.

Student Populations Assessed

TIMSS assesses the mathematics and science achievement of students in their fourth and eighth years
of formal schooling. Participating countries may choose to assess one or both populations, according
to their policy priorities and resource availability. Because in TIMSS the number of years of formal

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schooling (four or eight) is the basis for comparison among participating countries, the TIMSS
assessment is targeted at the grade levels that correspond to these. The TIMSS target populations are
defined as follows:
• At the fourth grade, the TIMSS target grade should be the grade that represents four years of
schooling, counting from the first year of ISCED Level 1.
• At the eighth grade, the TIMSS target grade should be the grade that represents eight years of
schooling, counting from the first year of ISCED Level 1.
ISCED is the International Standard Classification of Education developed by the UNESCO
Institute for Statistics and provides an international standard for describing levels of schooling across
countries (UNESCO, 2012). The ISCED system describes the full range of schooling, from preprimary
(Level 0) to doctoral study (Level 8). ISCED Level 1 corresponds to primary education or the first stage
of basic education. Four years after the beginning of Level 1 is the fourth year of formal schooling and is
the target grade for the fourth grade TIMSS assessment. This also is the fourth grade in most countries.
Similarly, eight years after the first year of ISCED Level 1 is the target grade for eighth grade TIMSS, and
is the eighth grade in most countries. However, given the cognitive demands of the assessments, TIMSS
wants to avoid assessing very young students. Thus, TIMSS recommends that countries assess the next
higher grade (i.e., fifth grade for fourth grade TIMSS, and ninth grade for eighth grade TIMSS) if, for
fourth grade students, the average age at the time of testing would be less than 9.5 years, and, for eighth
grade students, less than 13.5 years.
To represent the target population with an acceptable margin of error while keeping the assessment
burden on schools and students to a minimum, each country selects a nationally representative
probability sample of students at each grade. The basic TIMSS sample design consists of at least 150
schools and one or more intact classes per grade, for a student sample of approximately 4,000 students
in each country.

Reporting Student Achievement

TIMSS 2019 provides a comprehensive picture of the mathematics and science achievement of fourth
and eighth grade students in each participating country. This includes achievement in each of the
content and cognitive domains (as defined in Chapters 1 and 2) as well as overall mathematics and
science achievement. Consistent with the goal of comprehensive subject coverage, the complete
TIMSS 2019 assessment consists of a large pool of mathematics and science questions (known as items)
at each grade level. However, to keep the assessment burden on any one student to a minimum, each
student is presented with only a sample of the items, as described in the next section. Following data
collection, student responses to the items in each assessment are aggregated and converted to the TIMSS
mathematics and science scale metrics at each grade level to provide an overall picture of the assessment
results for each country.

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 One of the major strengths of TIMSS is its measurement of trends over time in mathematics and
science achievement. The TIMSS achievement scales provide established metrics on which countries
can compare students’ progress in mathematics and science from assessment to assessment at the
fourth and eighth grades. The TIMSS mathematics and science achievement scales were created with
the first TIMSS assessment in 1995, separately for each subject and each grade. The scale units were
established so that 100 points on the scale was equivalent to one standard deviation of the distribution of
achievement across all of the countries that participated in TIMSS 1995, and the scale midpoint of 500
was located at the mean of this international achievement distribution. The TIMSS achievement scales
were first used for reporting TIMSS results with TIMSS 1995, and all results from subsequent TIMSS
assessments have been reported on the same scale metrics, making it possible to measure growth or
decline in countries’ achievement distributions from assessment to assessment.
Using items that were administered in both 1995 and 1999 assessments as a basis for linking the two
sets of assessment results, the TIMSS 1999 data also were placed on the scales so that countries could
gauge changes in students’ mathematics and science achievement since 1995. This was done separately
for mathematics and science and for fourth and eighth grades. Using similar procedures, the data from
TIMSS 2003, TIMSS 2007, TIMSS 2011, and TIMSS 2015 were placed on the TIMSS scales, as will be
the data from TIMSS 2019. This will enable TIMSS 2019 countries that have participated in TIMSS
since its inception to have comparable achievement data from 1995, 1999, 2003, 2007, 2011, 2015, and
2019, and to plot changes in performance over this 24 year period.
As previously mentioned, in addition to the achievement scales for mathematics and science overall,
TIMSS 2019 will construct scales for reporting relative student performance in each of the mathematics
and science content and cognitive domains defined in the TIMSS 2019 Assessment Frameworks. More
specifically, in mathematics at the fourth grade there will be three content scales, corresponding to
the three content domains—number, measurement and geometry, and data display—and four at the
eighth grade—number, algebra, geometry, and data and probability. In science, there also will be three
content scales at fourth grade—life science, physical science, and Earth science—and four at the eighth
grade—biology, chemistry, physics, and Earth science. The TIMSS 2019 Assessment Frameworks also
specify three cognitive domains— knowing, applying, and reasoning—which span the mathematics
and science content at both grades. Reporting scales will be constructed for each cognitive domain in
mathematics and science at each grade level.

TIMSS 2019 Student Booklet Design

A major consequence of TIMSS’ ambitious reporting goals is that many more questions are required
for the assessment than can be answered by any one student in the amount of testing time available.
Accordingly, TIMSS uses a matrix sampling approach that involves packaging the entire assessment pool
of mathematics and science items at each grade level into a set of 14 student achievement booklets, with

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each student completing just one booklet. Each item appears in two booklets, providing a mechanism for
linking together the student responses from the various booklets when data from all booklets are taken
together. Booklets are distributed among students in participating classrooms according to assignments
predetermined by the TIMSS within-school sampling software, so that the student samples completing
each booklet in each country are approximately equivalent in terms of student ability.
After the assessment has been administered and the data collected and processed, TIMSS uses item
response theory scaling methods to assemble a comprehensive picture of the achievement of the entire
student population of a country from the combined responses of individual students to the booklets
that they are assigned.1 This approach reduces to manageable proportions what otherwise would be an
impossible student burden, albeit at the cost of some complexity in booklet assembly, data collection,
and data analysis.
To facilitate the process of creating the student achievement booklets, TIMSS groups the assessment
items into a series of item blocks, with approximately 10 to 14 items in each block at the fourth grade
and 12 to 18 at the eighth grade. As far as possible, within each block the distribution of items across
content and cognitive domains matches the distribution across the item pool overall, as described in
Chapters 1 and 2. Similar to the TIMSS 2015 assessment, TIMSS 2019 has a total of 28 blocks at each
grade, 14 consisting of mathematics items and 14 consisting of science items. Student booklets are
assembled from various combinations of these item blocks.
Following the 2015 assessment, eight of the 14 mathematics blocks and eight of the 14 science
blocks at each grade were secured for use in 2019 as a basis for measuring trends. The remaining
12 blocks (six mathematics and six science) were available with permission from IEA for use in
publications, research, and teaching, and had to be replaced by newly developed items for the TIMSS
2019 assessment. Accordingly, the 28 blocks in the TIMSS 2019 assessment comprise 16 blocks of trend
items (eight mathematics and eight science) and 12 blocks of new items to be used for the first time
in 2019.
As shown in Exhibit 4.1, the TIMSS 2019 mathematics blocks are labeled M01 through M14 and
the science blocks S01 through S14. Mathematics and science blocks ending in odd numbers (01, 03, 05,
etc.) contain the trend items from the 2015 assessment, as do blocks ending in 06. The blocks ending in
even numbers (except 06) contain the items developed for use for the first time in TIMSS 2019.

1 See Foy and Yin (2016) for a description of the scaling of the TIMSS 2015 achievement data.

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TIMSS 2019 ASSESSMENT DESIGN 84
Exhibit 4.1: TIMSS 2019 Item Blocks—Fourth and Eighth Grades

Mathematics Science
Source of Items Source of Items
Blocks Blocks
M01 Trend Block M13 from TIMSS 2015 S01 Trend Block S13 from
TIMSS 2015
M02 New items for TIMSS 2019 S02 New items for TIMSS 2019
M03 Trend Block M08 from TIMSS 2015 S03 Trend Block S08 from
TIMSS 2015
M04 New items for TIMSS 2019 S04 New items for TIMSS 2019
M05 Trend Block M09 from
TIMSS 2015 S05 Trend Block S09 from TIMSS 2015
M06 Trend Block M10 from
TIMSS 2015 S06 Trend Block S10 from
TIMSS 2015
M07 Trend Block M11 from TIMSS 2015 S07 Trend Block S11 from TIMSS 2015
M08 New items for
TIMSS 2019 S08 New items for TIMSS 2019
M09 Trend Block M04 from
TIMSS 2015 S09 Trend Block S04 from TIMSS 2015
M10 New items for TIMSS 2019 S10 New items for TIMSS 2019
M11 Trend Block M12 from TIMSS 2015 S11 Trend Block S12 from
TIMSS 2015
M12 New items for TIMSS 2019 S12 New items for TIMSS 2019
M13 Trend Block M14 from
TIMSS 2015 S13 Trend Block S14 from TIMSS 2015
M14 New items for
TIMSS 2019 S14 New items for TIMSS 2019

Fourth grade students are expected to spend, on average, 18 minutes on each item block, and eighth
grade students, 22½ minutes. Consequently, the 28 blocks of fourth grade items are estimated to contain
almost 8½ hours of testing time and the eighth grade blocks about 10½ hours. In previous TIMSS cycles,
National Research Coordinators from participating countries agreed that the testing time for any one
student should not be increased from previous assessments. Thus, as in the past, the assessment time for
each student booklet must fit into 72 minutes for the fourth grade and 90 minutes for the eighth grade.
An additional 30 minutes for a student questionnaire also was planned at each grade level.
In choosing how to distribute assessment blocks across student achievement booklets, the major
goal was to maximize coverage of the framework while ensuring that every student responded to
sufficient items to provide reliable measurement of trends in both mathematics and science. A further
goal was to ensure that achievement in the mathematics and science content and cognitive domains
could be measured reliably. To enable linking among booklets while keeping the number of booklets to
a minimum, each block appears in two booklets. TIMSS has used the same booklet design since 2007.
The TIMSS 2019 booklet design shows how the 28 assessment blocks are distributed across
14 student achievement booklets (see Exhibit 4.2). The fourth and eighth grade booklet designs are
identical, although the fourth grade blocks contain 18 minutes of assessment items and the eighth grade
blocks 22½ minutes. Each student booklet consists of four blocks of items: two blocks of mathematics

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TIMSS 2019 ASSESSMENT DESIGN 85
items, and two of science items. In half of the booklets, the two mathematics blocks come first, and
then the two science blocks, and in the other half the order is reversed. Additionally, in most booklets
two of the blocks contain trend items from TIMSS 2015 and two contain items newly developed for
TIMSS 2019. For example, as may be seen from Exhibit 4.2, students assigned Booklet 1 complete two
blocks of mathematics items, M01 and M02, and two blocks of science items, S01 and S02. The items in
blocks M01 and S01 are trend items from TIMSS 2015, while those in M02 and S02 are items new for
TIMSS 2019. Similarly, students assigned Booklet 2 complete two science blocks, S02 and S03, followed
by two mathematics blocks, M02 and M03. S02 and M02 contain the new items and S03 and M03 the
trend items.
Countries participating in TIMSS aim for a sample of at least 4,000 students to ensure that there
are enough respondents for each item. The 14 student booklets are distributed among the students in
each sampled class according to a predetermined order, so that approximately equal proportions of
students respond to each booklet.

Exhibit 4.2: TIMSS 2019 Student Achievement Booklet Design—Fourth and Eighth Grades

Assessment Blocks
Student
Achievement Part 1 Part 2
Booklet
Booklet 1 M01 M02 S01 S02
Booklet 2 S02 S03 M02 M03
Booklet 3 M03 M04 S03 S04
Booklet 4 S04 S05 M04 M05
Booklet 5 M05 M06 S05 S06
Booklet 6 S06 S07 M06 M07
Booklet 7 M07 M08 S07 S08
Booklet 8 S08 S09 M08 M09
Booklet 9 M09 M10 S09 S10
Booklet 10 S10 S11 M10 M11
Booklet 11 M11 M12 S11 S12
Booklet 12 S12 S13 M12 M13
Booklet 13 M13 M14 S13 S14
Booklet 14 S14 S01 M14 M01

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Less Difficult TIMSS Mathematics at Fourth Grade
As described in the introduction to this volume, countries participating in TIMSS 2019 at the fourth
grade can choose to administer an assessment with some less difficult blocks than the regular TIMSS
fourth grade mathematics assessment. Participants availing of this option administer the fourth grade
science assessment as usual, so that student booklets contain a combination of less difficult mathematics
items and regular science items. As shown in Exhibit 4.3, the item block design for the less difficult
mathematics has the same number of item blocks as the regular mathematics assessment, so that the
same block to booklet assignment can be used for both less difficult and regular fourth grade assessments
(i.e., the booklet design shown in Exhibit 4.2).
An essential aspect of the less difficult mathematics assessment is that the student achievement
results are reported on the same TIMSS achievement scale as the regular mathematics assessment, so that
results are comparable regardless of the version of the assessment the students have taken. To support
the link between the two versions, the less difficult mathematics assessment includes four blocks of items
that also are included in the regular assessment—blocks N02, N06, N08, and N10 in Exhibit 4.3. These
correspond to blocks M01, M03, M11, and M13 in the regular assessment. The less difficult assessment
capitalizes on its origins in the TIMSS 2015 Numeracy assessment by including eight blocks of items
from that assessment—blocks N01, N03, N05, N06, N07, N09, N11, and N13 in Exhibit 4.3. Block N06
was in both the fourth grade TIMSS and the TIMSS Numeracy assessment in 2015.

Exhibit 4.3: TIMSS 2019 Fourth Grade Less Difficult Mathematics—Item Blocks

N01 Trend Block N09 from TIMSS Numeracy 2015

Block M01 in TIMSS 2019 – TIMSS Trend Block M13 from
N02
TIMSS 2015
N03 Trend Block N10 from TIMSS Numeracy 2015
N04 New less difficult items for TIMSS 2019
N05 Trend Block N05 from TIMSS Numeracy 2015
Block M03 in TIMSS 2019 – TIMSS and TIMSS Numeracy Trend
N06
Block M08/N08 from TIMSS 2015
N07 Trend Block N07 from TIMSS Numeracy 2015
Block M11 in TIMSS 2019 – TIMSS Trend Block M12 from
N08
TIMSS 2015
N09 Trend Block N06 from TIMSS Numeracy 2015
Block M13 in TIMSS 2019 – TIMSS Trend Block M14 from
N10
TIMSS 2015
N11 Trend Block N02 from TIMSS Numeracy 2015
N12 New less difficult items for TIMSS 2019
N13 Trend Block N03 from TIMSS Numeracy 2015
N14 New less difficult items for TIMSS 2019

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 Both the regular and less difficult mathematics items will follow the same development guidelines
described in the Question Types and Scoring Procedures section with respect to the use of multiple
choice and constructed response items.

eTIMSS Assessment Design

The item block design for eTIMSS 2019 (Exhibit 4.4) is similar to the paper and pencil TIMSS design
(Exhibit 4.1), with each block in the paperTIMSS design having a counterpart in digital format in the
eTIMSS design. The eTIMSS design is more extensive, however, in that it also includes four blocks
of problem solving and inquiry (PSI) tasks and items. Blocks ET19DCM01 through ET19DCM14 in
Exhibit 4.4 are the digital versions of mathematics blocks M01 through M14 in Exhibit 4.1, and similarly
blocks ET19DCS01 through ET19DCS14 are the digital versions of science blocks S01 through S14.
Blocks ET19DPSIM1 and ET19DPSIM2 contain mathematics PSIs while blocks ET19DPSIS1 and
ET19DPSIS2 contain PSIs for science.
Similar to the paperTIMSS design, eTIMSS blocks ending in the numbers 01, 03, 05, 06, 07, 09,
11, and 13 contain the trend items from the 2015 assessment, although converted to digital format.
Blocks ending in numbers 02, 04, 08, 10, 12, and 14 contain items developed for use for the first time in
TIMSS 2019. As far as possible these are digital versions of the items in the corresponding paperTIMSS
blocks, although adapted to make use of digital components such as “drag and drop,” “sorting,” etc., as
appropriate.

Exhibit 4.4: eTIMSS 2019 Item Blocks—Fourth and Eighth Grades

Mathematics Science
Source of Items Source of Items
Blocks Blocks
Trend Block M13 from TIMSS 2015: Trend Block S13 from TIMSS 2015:
ET19DCM01 ET19DCS01
digital format digital format
New items for TIMSS 2019: digital New items for TIMSS 2019: digital
ET19DCM02 ET19DCS02
format format
Trend Block M08 from TIMSS 2015: Trend Block S08 from TIMSS 2015:
ET19DCM03 ET19DCS03
digital format digital format
New items for TIMSS 2019: digital New items for TIMSS 2019: digital
ET19DCM04 ET19DCS04
format format
Trend Block M09 from
TIMSS 2015: Trend Block S09 from
TIMSS 2015:
ET19DCM05 ET19DCS05
digital format digital format
Trend Block M10 from
TIMSS 2015: Trend Block S10 from
TIMSS 2015:
ET19DCM06 ET19DCS06
digital format digital format
Trend Block M11 from TIMSS 2015: Trend Block S11 from TIMSS 2015:
ET19DCM07 ET19DCS07
digital format digital format
New items for TIMSS 2019: digital New items for TIMSS 2019: digital
ET19DCM08 ET19DCS08
format format

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Exhibit 4.4: eTIMSS 2019 Item Blocks—Fourth and Eighth Grades (Continued)

Mathematics Science
Source of Items Source of Items
Blocks Blocks
Trend Block M04 from
TIMSS 2015: Trend Block S04 from
TIMSS 2015:
ET19DCM09 ET19DCS09
digital format digital format
New items for TIMSS 2019: digital New items for TIMSS 2019: digital
ET19DCM10 ET19DCS10
format format
Trend Block M12 from TIMSS 2015: Trend Block S12 from TIMSS 2015:
ET19DCM11 ET19DCS11
digital format digital format
New items for TIMSS 2019: digital New items for TIMSS 2019: digital
ET19DCM12 ET19DCS12
format format
Trend Block M14 from
TIMSS 2015: Trend Block S14 from
TIMSS 2015:
ET19DCM13 ET19DCS13
digital format digital format
New items for TIMSS 2019: digital New items for TIMSS 2019: digital
ET19DCM14 ET19DCS14
format format
New Math PSI tasks TIMSS 2019: digital New Science PSI tasks
ET19DPSIM1 ET19DPSIS1
format TIMSS 2019: digital format
New Math PSI tasks TIMSS 2019: digital New Science PSI tasks
ET19DPSIM2 ET19DPSIS2
format TIMSS 2019: digital format

Exhibit 4.5 shows the eTIMSS block combinations (as student booklets are known in eTIMSS)
that are assigned to individual students, and as such is the eTIMSS counterpart to Exhibit 4.2 for
paperTIMSS. For example, block combination ET19DCBC01 for eTIMSS includes mathematics blocks
ET19DCM01 and ET19DCM02 and science blocks ET19DCS01 and ET19DCS02, just as Booklet 1
contains blocks M01, M02, S01, and S02 for paperTIMSS. The eTIMSS design contains two extra block
combinations, ET19DCBC15 and ET19DCBC16, to accommodate the PSI tasks. Similar to paper
TIMSS, the 16 eTIMSS block combinations are distributed among students in each sampled classroom
according to assignments predetermined by the within-school sampling software.

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Exhibit 4.5: eTIMSS 2019 Student Achievement Block Combination (Booklet) Design—
Fourth and Eighth Grades

Assessment Blocks
Student Block
Part 1 Part 2
Combination
ET19DCBC01 ET19DCM01 ET19DCM02 ET19DCS01 ET19DCS02
ET19DCBC02 ET19DCS02 ET19DCS03 ET19DCM02 ET19DCM03
ET19DCBC03 ET19DCM03 ET19DCM04 ET19DCS03 ET19DCS04
ET19DCBC04 ET19DCS04 ET19DCS05 ET19DCM04 ET19DCM05
ET19DCBC05 ET19DCM05 ET19DCM06 ET19DCS05 ET19DCS06
ET19DCBC06 ET19DCS06 ET19DCS07 ET19DCM06 ET19DCM07
ET19DCBC07 ET19DCM07 ET19DCM08 ET19DCS07 ET19DCS08
ET19DCBC08 ET19DCS08 ET19DCS09 ET19DCM08 ET19DCM09
ET19DCBC09 ET19DCM09 ET19DCM10 ET19DCS09 ET19DCS10
ET19DCBC10 ET19DCS10 ET19DCS11 ET19DCM10 ET19DCM11
ET19DCBC11 ET19DCM11 ET19DCM12 ET19DCS11 ET19DCS12
ET19DCBC12 ET19DCS12 ET19DCS13 ET19DCM12 ET19DCM13
ET19DCBC13 ET19DCM13 ET19DCM14 ET19DCS13 ET19DCS14
ET19DCBC14 ET19DCS14 ET19DCS01 ET19DCM14 ET19DCM01
ET19DCBC15 ET19DPSIM1 ET19DPSIM2 ET19DPSIS1 ET19DPSIS2
ET19DCBC16 ET19DPSIS2 ET19DPSIS1 ET19DPSIM2 ET19DPSIM1

Student Testing Time

As summarized in Exhibit 4.6, each student completes one student achievement booklet or block
combination consisting of two parts, followed by a student questionnaire. The individual student
response burden for the TIMSS 2019 assessment is the same as it has been since TIMSS 2007—that is,
72 minutes for the assessment and 30 minutes for the questionnaire at the fourth grade, and 90 minutes
and 30 minutes, respectively, at the eighth grade.

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Exhibit 4.6: TIMSS 2019 Student Testing Time—Fourth and Eighth Grades

Activity Fourth Grade Eighth Grade

Student Achievement Booklet—

36 minutes 45 minutes
Part 1
Break
Student Achievement Booklet—
36 minutes 45 minutes
Part 2
Break
Student Questionnaire 30 minutes 30 minutes

References
Foy, P., & Yin, L. (2016). Scaling the TIMSS 2015 achievement data. In M.O. Martin, I.V.S. Mullis, & M. Hooper (Eds.),
Methods and Procedures in TIMSS 2015 (pp. 13.1–13.62). Retrieved from Boston College, TIMSS & PIRLS International
Study Center website: http://timss.bc.edu/publications/timss/2015-methods/chapter-13.html

UNESCO. (2012). International Standard Classification of Education ISCED 2011. Montreal: UNESCO Institute of
Statistics. Retrieved from http://uis.unesco.org/sites/default/files/documents/international-standard-classification-of-
education-isced-2011-en.pdf

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 timss.bc.edu

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© IEA, 2017