RELEASED SCIENCE ITEMS 4 - National Center For Education Statistics
RELEASED SCIENCE ITEMS4This book contains the released Trends in International Mathematics and Science Study(TIMSS) 2011 grade 4 science assessment items. This is not a complete set of all TIMSS2011 assessment items because some items are kept confidential so that they may beused in subsequent cycles of TIMSS to measure trends.How Can This Set of Released Items Be Used?In Teacher-designed Assessments. The items in this book present different ways ofmeasuring students’ understanding in various content and cognitive domains. A teachermay use these items to create an assessment according to the needs of the class afterreviewing the items and selecting items of interest.For Feedback on Student Understanding. Studentresponses can be scored accordingto the scoring information provided in the book. Items that coincide with conceptstaught in class allow the teacher to gain feedback on the students’ understanding ofassessed concepts. For example, a teacher might decide to examine the incorrect orpartially correct responses of the class. The teacher might use the items to identifyparticular difficulties or misconceptions experienced by individual students, whichcan serve as the basis for some remedial teaching or focused practice.To Benchmark Student Performance. The teacher might also compare the percentof students in the class who responded correctly to an item with the percent ofstudents who responded correctly to the same item in other education systemsor in the United States.TIMSS and PIRLS are copyrighted and are registered trademarks of IEA. Released items fromTIMSS and PIRLS assessments are for non-commercial, educational, and research purposes only.Translated versions of items remain the intellectual property of IEA. Although the items are in thepublic domain, please print an acknowledgement of the source, including the year and name of theassessment you are using. If you publish any part of the released items from TIMSS 2011, please usethe following acknowledgement:SOURCE: TIMSS 2011 Assessment. Copyright 2013 International Association for the Evaluation ofEducational Achievement (IEA). Publisher: TIMSS & PIRLS International Study Center, Lynch Schoolof Education, Boston College, Chestnut Hill, MA and International Association for the Evaluation ofEducational Achievement (IEA), IEA Secretariat, Amsterdam, the Netherlands.38331.0513.86070312
USER’S GUIDEGrade 4This book contains TIMSS 2011 released itemsfor grade 4. Each item appears on a single page,on which is provided information about the item’sclassification and about international studentperformance on the item. The items appear in thecontent domain order, as shown in the index onthe next page.of a scoring guide, indicating the general natureof correct and incorrect responses. In some cases,partial credit may be awarded and these items willprovide guidelines for fully correct, partially correct,and incorrect responses. Sample student responsesare provided for some of the constructed-responseitems for each scoring category.Information aboutitem classificationInformation about internationalstudent performanceTake a look at the first item on page 1. Acrossthe top are three boxes which identify the item’scontent domain (the subject matter in sciencethat the item assesses), its main topic (the specifictopic assessed within that subject matter), andits cognitive domain (the cognitive or thinkingprocess assessed). For this item, the contentdomain is life science, the main topic is life cycles,reproduction and heredity, and the cognitivedomain is applying.In the table along the right-hand side of the pageare the percent correct statistics for the item.These consist of statistics on the percentage ofstudents in each education system who couldanswer the question correctly. The lists of educationsystems are ordered in terms of this percentage.The international average is included as well.Below the row of boxes and above a boxed-in areaof the page is the item label. For this item, it isHow tadpoles get in the pond. Below the boxed-inarea is the item number, which is more commonlyused to identify each item than the item label.Within the boxed-in area is the item as it appearedin student test booklets.Correct answers are shown beneath each item.The correct answer for multiple-choice items issimply a letter code. For example, in the itemS031001 on page 1, the letter code D is the correctanswer. The correct answers for write-in or openended items are explained in a scoring guide.For example, Manuel’s temperature rise in the LifeScience domain (page 10), provides an exampleTo the right of some of the percent correctstatistics are special symbols that indicate whenan education system scored significantly higher orsignificantly lower than the international average.Thus, on the item How tadpoles get in the pond as anexample, an estimated 86 percent of U.S. studentscould correctly answer this item, a percentagethat was measurably higher than the internationalaverage, after taking into account the standard oferror associated with the percent correct statistic forthe United States and for the international average.38331.0513.86070312
ITEM INDEXGrade 4Content DomainPageContent DomainLife SciencePhysical 1086S051119S051179How tadpoles get in the pond.1Birds/bats/butterflies share.2Main features of four animals .3Bird’s foot structure.5Animal with young and adult forms.6Only female Siberian tigers left.7Why birds sit on their eggs.8What walrus has to keep it warm.9Manuel’s temperature rise.10Best source of calcium.12Which animal is a predator.13Eyes in different outside conditions.14Animal extinction-DERIVED.15Living-nonliving things in a pond.17Use of tiger canines.19Use of rat incisors.21One function of fruit.23Better way to travel around town.24Group of animals contains reptiles.26Migration of birds.27What plants use energy for.29Correct predator-prey relationship.30Influenza passing between people.31One thing to avoid flu.33Flowering plant parts.35Hedgehog rolling into ball.39Why desert animals active at night.40Animals with backbones- DERIVED.41Write body part beside function.42Calcium important for growth.44PageMaria’s experiment with salt/water.46Two carts holding magnets.47Object in circuit for bulb to glow.49Two uses of electricity-DERIVED.50Coarse & fine salt added to water.52Metal spoon and wooden spoon.54Boiled egg in cold water.55Sunlight made up of colors.56Force that causes object to fall.58Heat to change state of water.59Which is a mixture.60Position of piece of ice in water.61Materials that will burn.62Styrofoam-brick-apple weigh more.63Properties of two materials.65Identifies gas.66Type of energy that runs objects.68Shadow along which line.70Force causing boat to sail.71Objects that produce light.72Describes condensation.73A balance and four cubes.74Thermometer reading hottest water.75Children on seesaw.76Will the bulb light.77Temperature of ice, steam, water.79Two magnets and two metal pins.80Sun reflection in a lake.82Earth 00S051156Label Earth, Moon, and Sun.83Two ways to use air-DERIVED.85Explanation for day and night.87Best soil for plants to grow in.88Soil change due to natural causes.89Ways to avoid wasting water-DERIVED.90Drinking water comes from.92Reason for direction river flows .93Energy received from the sun.94Advantage to farming by a river.96Disadvantage to farming by a river.98How often Earth rotates on axis.100Which made from waterfall energy.101How long ago was plant alive?.10238331.0513.86070312
TIMSS 2011 4th-Grade Science Concepts and Science ItemsContent DomainMain TopicCognitive DomainLIFE SCIENCELife Cycles, Reproduction,and HeredityApplyingItem label: How tadpoles get in the pondOverall Percent CorrectMelissa found some tadpoles and fish in a pond as shown above.How did the tadpoles get there?A.They hatched from eggs laid by fish in the pond.B.They formed from mud at the bottom of the pond.C.They were made from materials dissolved in pond water.D.They developed from eggs laid by frogs in the pond.Item Number: S031001Correct Response:DEducation systemPercentcorrectKorea, Rep. ofJapanNetherlandsSingaporeSloveniaPolandChinese Taipei-CHNFinlandHong Kong-CHNGermanyAustriaNorthern Ireland-GBRIrelandBelgium (Flemish)-BELEngland-GBRDenmarkCzech RepublicAustraliaSwedenItalyUnited StatesRussian w ZealandSpainHungarySerbiaSlovak RepublicInternational averageRomaniaMaltaIran, Islamic Rep of.ChileTurkeyUnited Arab rSaudi ngeducation systemPercentcorrectQuebec-CANNorth -UAEAbu Dhabi-UAE87878686847359Percent higher than International averagePercent lower than International averageCopyright 2013 International Association for the Evaluation of Educational Achievement (IEA).1
TIMSS 2011 4th-Grade Science Concepts and Science ItemsContent DomainMain TopicCognitive DomainLIFE SCIENCECharacteristics and LifeProcesses of Living ThingsApplyingItem label: Birds/bats/butterflies shareOverall Percent CorrectWhat do birds, bats and butterflies have in common?A.feathersB.hairC.internal skeletonD.wingsItem Number: S031230Correct Response:DEducation systemPercentcorrectKorea, Rep. ofUnited ngland-GBRNorwayGermanyNew ZealandPortugalRussian FederationAustraliaSloveniaNetherlandsNorthern Ireland-GBRDenmarkSerbiaCzech RepublicPolandSlovak RepublicItalyLithuaniaBelgium International averageArmeniaChinese Taipei-CHNRomaniaMaltaHong Kong-CHNKazakhstanTurkeyBahrainAzerbaijanUnited Arab EmiratesSaudi ArabiaIran, Islamic Rep. education systemPercentcorrectFlorida-USAAlberta-CANNorth Carolina-USAOntario-CANQuebec-CANDubai-UAEAbu Dhabi-UAE97969593927970Percent higher than International averagePercent lower than International averageCopyright 2013 International Association for the Evaluation of Educational Achievement (IEA).2
TIMSS 2011 4th-Grade Science Concepts and Science ItemsContent DomainMain TopicCognitive DomainLIFE SCIENCECharacteristics and LifeProcesses of Living ThingsApplyingItem label: Main features of four animalsMonkeyCrocodileGrasshopperOctopusOverall Percent CorrectAnswer the following questions using the animals shown above. Write the namefor the correct animal in the spaces below.A. Which animal has an internal skeleton and produces milk for its young?B. Which animal has an external skeleton and three pairs of legs?C. Which animal has a soft body and no skeleton?Item Number: S031233SCORINGCorrect Response Identifies all 3 animals in the correct order: monkey, grasshopper, octopusIncorrect Response Identifies one animal correctly. Identifies two animals correctly. Other incorrect (including crossed out, erased, stray marks, illegible, or off task)Education systemPercentcorrectKorea, Rep. ofSingaporeHungaryItalyDenmarkSlovak RepublicPortugalRussian FederationJapanAustraliaUnited StatesChinese Taipei-CHNHong Kong-CHNEngland-GBRBelgium (Flemish)-BELGermanyNorthern NorwayCzech RepublicAustriaLithuaniaNetherlandsChileNew ZealandSloveniaInternational an, Islamic Rep. ofBahrainAzerbaijanUnited Arab EmiratesGeorgiaArmeniaQatarSaudi ducation systemPercentcorrectNorth o-CANDubai-UAEAbu Dhabi-UAE74726866634841Percent higher than International averagePercent lower than International averageCopyright 2013 International Association for the Evaluation of Educational Achievement (IEA).3
MonkeyCrocodileTIMSS 2011 4th-Grade Science Concepts and Science ItemsItem label: Main features of four animals (continued)S031233:GrasshopperOctopusStudent ResponsesCorrectAnswerResponse:the following questions using the animals shown above. Write the namefor the correct animal in the spaces below.A. Which animal has an internal skeleton and produces milk for its young?B. Which animal has an external skeleton and three pairs of legs?MonkeyCrocodileC. Which animal has a soft body and no skeleton?GrasshopperOctopusAnswerthe following questions using the animals shown above. Write the nameIncorrectResponse:for the correct animal in the spaces below.A. Which animal has an internal skeleton and produces milk for its young?B. Which animal has an external skeleton and three pairs of legs?C. Which animal has a soft body and no skeleton?Copyright 2013 International Association for the Evaluation of Educational Achievement (IEA).4
TIMSS 2011 4th-Grade Science Concepts and Science ItemsContent DomainMain TopicCognitive DomainLIFE SCIENCEInteractions with theEnvironmentKnowingItem label: Bird’s foot structureOverall Percent CorrectA bird that lives on a pond is most likely to have which of thesefoot structures?A.B.C.D.Item Number: S031236Correct Response:DEducation systemPercentcorrectNetherlandsSlovak RepublicHungaryCzech RepublicNorwayDenmarkGermanyRussian FederationNorthern Ireland-GBRPolandBelgium (Flemish)-BELLithuaniaAustriaAustraliaNew ZealandUnited StatesSwedenEngland-GBRSloveniaRomaniaKorea, Rep. ofFinlandItalyIrelandChinese baijanInternational averageJapanSerbiaIran, Islamic Rep. ofTunisiaSpainMaltaGeorgiaSaudi ArabiaUnited Arab EmiratesThailandOmanHong 413316Benchmarkingeducation systemPercentcorrectAlberta-CANNorth UAEAbu Dhabi-UAE85848278696553Percent higher than International averagePercent lower than International averageCopyright 2013 International Association for the Evaluation of Educational Achievement (IEA).5
TIMSS 2011 4th-Grade Science Concepts and Science ItemsContent DomainMain TopicCognitive DomainLIFE SCIENCELife Cycles, Reproduction,and HeredityKnowingItem label: Animal with young and adult formsOverall Percent CorrectWhich of these animals has a young form that looks the most like the adultform?A.mothB.humanC.frogD.butterflyItem Number: S031254Correct Response:BEducation systemPercentcorrectChinese Taipei-CHNJapanKorea, Rep. ofHungaryItalySingaporeRussian FederationKazakhstanSloveniaSlovak RepublicHong Kong-CHNRomaniaCzech RepublicPortugalFinlandIran, Islamic Rep. ofDenmarkBelgium (Flemish)-BELGeorgiaNorwaySpainInternational denUnited StatesNew ZealandAzerbaijanSaudi ed Arab EmiratesQatarArmeniaNorthern 242413939383532313128—Benchmarkingeducation ANNorth Carolina-USAFlorida-USAAbu Dhabi-UAEDubai-UAE55545251474241Percent higher than International averagePercent lower than International average— Not applicableCopyright 2013 International Association for the Evaluation of Educational Achievement (IEA).6not applicable.
TIMSS 2011 4th-Grade Science Concepts and Science ItemsContent DomainMain TopicCognitive DomainLIFE SCIENCELife Cycles, Reproduction,and HeredityReasoningItem label: Only female Siberian tigers leftOverall Percent CorrectSome animals are very rare. For example, there are very few Siberian tigers. If theonly Siberian tigers left are female, what will most likely happen?A.The females will find another type of male animal to mate with andproduce more Siberian tigers.B.The females will mate with each other and produce moreSiberian tigers.C.The females will only be able to produce female Siberian tigers.D.The females will not be able to produce more Siberian tigers,and they will die out.Item Number: S031266Correct Response:DEducation systemPercentcorrectKorea, Rep. ofSlovak RepublicRussian FederationHungarySingaporeHong Kong-CHNSwedenFinlandDenmarkCroatiaChinese Taipei-CHNSpainSloveniaNetherlandsUnited StatesEngland-GBRCzech iaThailandSerbiaAustriaItalyJapanNorthern Ireland-GBRIrelandChileInternational averageNew ZealandPortugalTurkeyKazakhstanBelgium nited Arab EmiratesSaudi ArabiaKuwaitQatarIran, Islamic Rep. 639363634323228282824222020Benchmarkingeducation systemPercentcorrectNorth o-CANDubai-UAEAbu Dhabi-UAE70655858523729Percent higher than International averagePercent lower than International averageCopyright 2013 International Association for the Evaluation of Educational Achievement (IEA).7
TIMSS 2011 4th-Grade Science Concepts and Science ItemsContent DomainMain TopicCognitive DomainLIFE SCIENCEInteractions withthe EnvironmentKnowingItem label: Why birds sit on their eggsOverall Percent CorrectMost birds sit on their eggs until they hatch. Which of these is the mostimportant reason why birds sit on their eggs?A.to keep the eggs inside the nestB.to keep the eggs warmC.to protect the eggs from the windD.to protect the eggs from the rainItem Number: S031281Correct Response:BEducation systemPercentcorrectNetherlandsFinlandAustriaCzech RepublicBelgium (Flemish)-BELUnited iaIrelandNorwayCroatiaSlovak RepublicNorthern Ireland-GBRHungarySpainRussian FederationEngland-GBRPolandJapanNew ZealandItalySerbiaChinese Taipei-CHNPortugalKorea, Rep. ofRomaniaHong Kong-CHNLithuaniaMaltaChileAzerbaijanInternational averageGeorgiaTurkeyKazakhstanThailandIran, Islamic Rep. ofArmeniaUnited Arab EmiratesBahrainQatarSaudi ducation systemPercentcorrectNorth o-CANDubai-UAEAbu Dhabi-UAE95939191907358Percent higher than International averagePercent lower than International averageCopyright 2013 International Association for the Evaluation of Educational Achievement (IEA).8
TIMSS 2011 4th-Grade Science Concepts and Science ItemsContent DomainMain TopicCognitive DomainLIFE SCIENCEInteractions withthe EnvironmentApplyingItem label: What walrus has to keep it warmpolar bearOverall Percent CorrectwalrusPolar bears and walruses look very different, but both can survive in the extremecold. A polar bear has a thick coat of fur that helps keep it warm. The walrus hasno fur.What does the walrus have that helps it keep warm?A.fat layersB.tusksC.whiskersD.flippersItem Number: S031291Correct Response:AEducation systemPercentcorrectFinlandRussian FederationCzech niaChilePolandDenmarkNorthern Ireland-GBRUnited StatesHungarySpainSlovak RepublicKorea, Rep. ofAustraliaEngland-GBRHong Kong-CHNIrelandCroatiaNew ZealandGeorgiaPortugalAzerbaijanBelgium (Flemish)-BELSerbiaKazakhstanSingaporeChinese Taipei-CHNJapanSloveniaRomaniaInternational averageThailandNorwayIran, Islamic Rep. ofArmeniaTurkeyMaltaBahrainUnited Arab EmiratesSaudi kingeducation systemPercentcorrectQuebec-CANFlorida-USANorth Carolina-USAAlberta-CANOntario-CANDubai-UAEAbu Dhabi-UAE94949392907059Percent higher than International averagePercent lower than International averageCopyright 2013 International Association for the Evaluation of Educational Achievement (IEA).9
TIMSS 2011 4th-Grade Science Concepts and Science ItemsContent DomainMain TopicCognitive DomainLIFE SCIENCEHuman HealthApplyingItem label: Manuel’s temperature riseOverall Percent CorrectThe normal temperature of the human body is about 98.6 degrees Fahrenheit.Manuel takes his temperature one morning after waking up.His body temperature is 104 degrees Fahrenheit.Write down one thing that could have caused his temperature to behigher than normal.Item Number: S031325SCORINGCorrect Response Refers to Manuel being sick, having a fever, or similar.Examples:He was ill.He had an infection.Education systemPercentcorrectNorwayHong Kong-CHNBelgium ndChinese Taipei-CHNSlovak RepublicCzech RepublicRussian FederationUnited rnational averageIrelandAustriaKorea, Rep. ofAzerbaijanGeorgiaAustraliaChileArmeniaNorthern Ireland-GBRBahrainEngland-GBRNew ZealandGermanyUnited Arab EmiratesThailandSaudi ArabiaMaltaTunisiaIran, Islamic Rep. 0282525242422212020181616875Benchmarkingeducation systemPercentcorrectHe was running a fever.Incorrect Response Refers only to getting cold, wet, or similar. [Reflects misconception about cause of illness.]Example: He was out in the cold the night before. Refers only to a factor affecting external temperature.Example: The weather was too hot. Other incorrect (including crossed out, erased, stray marks, illegible, or off task)Florida-USANorth UAEAbu Dhabi-UAE51504637373221Percent higher than International averagePercent lower than International averageCopyright 2013 International Association for the Evaluation of Educational Achievement (IEA).10
TIMSS 2011 4th-Grade Science Concepts and Science ItemsItem label: Manuel’s temperature rise (continued)S031325:Student ResponsesThe normal temperature of the human body is about 98.6 degrees Fahrenheit.takes his temperature one morning after waking up.CorrectManuelResponse:His body temperature is 104 degrees Fahrenheit.Write down one thing that could have caused his temperature to behigher than normal.The normal temperature of the human body is about 98.6 degrees Fahrenheit.Manuel takes his temperature one morning after waking up.HisResponse:body temperature is 104 degrees Fahrenheit.IncorrectWrite down one thing that could have caused his temperature to behigher than normal.Copyright 2013 International Association for the Evaluation of Educational Achievement (IEA).11
TIMSS 2011 4th-Grade Science Concepts and Science ItemsContent DomainMain TopicCognitive DomainLIFE SCIENCEHuman HealthKnowingItem label: Best source of calciumOverall Percent CorrectCalcium is a mineral that helps make your bones and teeth strong.Which of these foods is the best source of calcium?A.candyB.riceC.cheeseD.meatItem Number: S031340Correct Response:CEducation relandPortugalTurkeySpainNorthern Ireland-GBRRomaniaDenmarkItalyCzech RepublicChileSlovak RepublicHong Kong-CHNEngland-GBRChinese Taipei-CHNAustraliaKorea, Rep. ofAzerbaijanNew ZealandInternational averageUnited StatesBelgium i denTunisiaRussian FederationKuwaitUnited Arab EmiratesKazakhstanCroatiaMoroccoNorwayYemenIran, Islamic Rep. 34343431302929292827272523Benchmarkingeducation ANNorth Carolina-USAFlorida-USADubai-UAEAbu Dhabi-UAE69666052433931Percent higher than International averagePercent lower than International averageCopyright 2013 International Association for the Evaluation of Educational Achievement (IEA).12
TIMSS 2011 4th-Grade Science Concepts and Science ItemsContent DomainMain TopicCognitive DomainLIFE SCIENCEEcosystemsKnowingItem label: Which animal is a predatorOverall Percent CorrectA predator is an animal that feeds on other animals.Which of these is a predator?A.deerB.wolfC.cowD.goatItem Number: S031356Correct Response:BEducation systemPercentcorrectKorea, Rep. ofFinlandNetherlandsRussian ch RepublicAustriaHungaryGeorgiaBelgium (Flemish)-BELAzerbaijanGermanySlovak RepublicArmeniaIran, Islamic Rep. ofSpainSerbiaSloveniaNorthern Ireland-GBRThailandUnited StatesHong rtugalInternational averageEngland-GBRAustraliaTurkeyNew ZealandIrelandChinese Taipei-CHNBahrainJapanSaudi ArabiaTunisiaKuwaitUnited Arab ucation ANNorth Carolina-USAOntario-CANAbu Dhabi-UAEDubai-UAE94939189877570Percent higher than International averagePercent lower than International averageCopyright 2013 International Association for the Evaluation of Educational Achievement (IEA).13
TIMSS 2011 4th-Grade Science Concepts and Science ItemsContent DomainMain TopicCognitive DomainLIFE SCIENCEInteractions withthe EnvironmentReasoningItem label: Eyes in different outside conditionsOverall Percent CorrectPicture 1Picture 2Picture 1 and Picture 2 show the same eyes in different outside conditions.What outside condition is different between Picture 1 and Picture 2?A.Light is brighter in Picture 1.B.Light is brighter in Picture 2.C.Temperature is higher in Picture 1.D.Temperature is higher in Picture 2.Item Number: S031361Correct Response:BEducation systemPercentcorrectFinlandChinese Taipei-CHNHong nited StatesDenmarkEngland-GBRSloveniaKorea, Rep. ofAustraliaHungarySpainBelgium (Flemish)-BELIrelandItalyChileSlovak RepublicNew ZealandAustriaTurkeyJapanRussian FederationCzech RepublicRomaniaNorthern Ireland-GBRInternational averageCroatiaQatarSerbiaPolandUnited Arab EmiratesNorwayMaltaSaudi n, Islamic Rep. Benchmarkingeducation systemPercentcorrectNorth -UAEQuebec-CANAbu Dhabi-UAE70706560565450Percent higher than International averagePercent lower than International averageCopyright 2013 International Association for the Evaluation of Educational Achievement (IEA).14
TIMSS 2011 4th-Grade Science Concepts and Science ItemsContent DomainMain TopicCognitive DomainLIFE SCIENCEEcosystemsApplyingItem label: Animal extinction-DERIVEDOverall Percent CorrectDescribe two human activities that can lead to the extinction of animals.Activity 1:Activity 2:Item Number: S031390ZSCORINGNote: Each of the two responses are scored separately. However, if the two responses areessentially the same, the second response should be scored as “Incorrect Response”.Correct Response Mentions tree felling or other land development activities (leading to loss of habitat/homes).Example: Cutting down trees.Education systemPercentcorrectKorea, Rep. ofRussian niaChinese Taipei-CHNDenmarkAustriaFinlandSlovak RepublicSerbiaHungaryKazakhstanCzech gaporeSpainUnited StatesIran, Islamic Rep. ofSloveniaInternational averageLithuaniaBelgium (Flemish)-BELAustraliaNorthern Ireland-GBRPortugalBahrainNew ZealandArmeniaSaudi ArabiaTurkeyHong Kong-CHNAzerba
RELEASED SCIENCE ITEMS This book contains the released Trends in International Mathematics and Science Study (TIMSS) 2011 grade 4 science assessment items. This is not a complete set of all TIMSS . 2011 assessment items because some items are kept confidential so that they may be used in subsequent cycles of TIMSS to measure trends.
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