Educational Research and Evaluation vol:11 pages:107-121
In Flanders, 2 classes per school were selected to participate in TIMSS. Therefore, a multilevel model with an intermediate level could be implemented. The data collection was extended with additional questionnaires and an intelligence test.
The empty model revealed that 57% of the variance of mathematics scores was situated at the student level, 29% at the class level, and 14% at the school level. Furthermore, the results showed a significant reduction of the variance by intake characteristics, especially intelligence. The remaining student characteristics (attitude towards mathematics and the subject chosen) appear to have an additional effect.
Departement Pedagogische wetenschappen. Afdeling Didactiek. Centrum voor Onderwijseffectiviteit en -evaluatie. Leuvens Instituut voor onderwijsonderzoek (LIVO)