參考文獻
一、 中文部分
余民寧(1992)。試題反應理論的介紹(三) ── 試題反應模式及其特性。研習資訊,9(2),6-10。
吳琪玉(2004)。探討我國八年級學生在TIMSS 1999與TIMSS 2003數學與科學之表現。國立臺灣師範大學科學教育研究所碩士論文。林碧珍、蔡文煥(2005)。TIMSS 2003國小四年級數學新試題的開發及建構反映試題診斷性編碼系統的製定。科學教育月刊,258,51-62。邱美虹(1994)。高層次思考能力與學科學習。科學教育月刊,169,20-34。邱美虹(2005)。TIMSS 2003臺灣國中二年級學生的科學成就極其相關因素之探討。科學教育月刊,282,2-40。侯怡如(2003)。由考試文化的角度分析我國學生在TIMSS 1999的答題表現---生命科學部分。國立臺灣師範大學科學教育研究所在職進修碩士班論文。洪志明(2000)。「第三次國際數學與科學教育成就研究」後續調查成果報導。科學教育月刊,235,70-72。
洪佳慧(2002)。由教科書內容與性別面向分析我國國二學生在第三次國際數學與科學教育成就研究後續調查(TIMSS-R)的學習表現-生命科學以及環境與資源議題部分。國立臺灣師範大學科學教育研究所碩士論文。張春興(1996)。教育心理學:三化取向的理論與實踐,修訂版。台北:台灣東華書局。
張殷榮(2001)。我國國中學生在國際測驗調查中科學學習成就影響因素之探討。科學教育月刊,244,5-10。曹博盛(2005)。TIMSS 2003臺灣國中二年級學生的數學成就極其相關因素之探討。科學教育月刊,283,2-34。劉佳容(2002)。我國國二學生在TIMSS-1999中之理化學習成就分析。國立臺灣師範大學化學系碩士論文。鄭湧涇(1982a)。科學學習成就與評量:II評量結果的統計分析。科學教育月刊,47,6-18。鄭湧涇(1982b)。皮亞傑認知發展與生物科學習的關係。科學教育月刊,51,23-27。顏秀玫(2004)。我國小學四年級學生在「2003年國際數學與科學教育成就趨勢調查」中科學低分題之分析。國立臺灣師範大學科學教育研究所碩士論文。羅佩華(2000)。「第三次國際數學與科學教育成就研究後續調查」之抽樣設計。科學教育月刊,235,14-20。
羅佩華(2004)。從「第三次國際科學與數學教育成就研究後續調查(TIMSS 1999)」結果探討國中學生學習成就與學生特質的關係:七個國家之比較。國立臺灣師範大學科學教育研究所博士論文。
二、 英文部分
Beaton, A.E., Martin, M.O., Mullis, I.V.S., Gonzalez,E.J., Smith, T.A. & Kelly, D.L. (1996). Science Achievement in the Middle School Years: Third International Mathematics and Science Study (TIMSS). Chestnut Hill. MA: TIMSS & PIPLS International Center, Boston College.
Bloom, B.S. (Ed.) (1956).Taxonomy of educational objectives: The Classification of educational goals. Handbook 1:cognitive domain. New York: Mckay.
Centra, J.A. & Potter, D.A. (1980) School and Teacher Effects: An Interrelational Model. Review of Educational Research, 50(2), 273-291.
Cheng, S.K. & Seng, Q.K. (2001) Gender Differences in TIMSS Mathematics Achievement of four Asian Nations: a secondary analysis. Studies in Educational Evaluation 27 , 331-340.
Doran, R. L. (1980). Basic measurement and evaluation of science instruction. Washington, D.C.: National Science Teachers Association.
Ebel, R.L. (1972). Essentials of Educational Measurement. 2nd ed. Prentice-Hall,Inc., Englewood Cliffs, N.J.
Germann, P. J. (1994). Testing a Model of Science Process Skills Acquisition: An Interaction with Parents' Education, Preferred Language, Gender, Science Attitude, Cognitive Development, Academic Ability, and Biology knowledge. Journal of Research in Science Teaching, 31(7), 749-783.
Gronlund, N.E. (1976). Measurement and Evaluation in Teaching. 3 rd ed. Macmillian Publishing Co. Inc., New York.
Hammouri, H.A.M. (2004). Attitudes and motivational variables related to mathematics achievement in Jorden: findings from the Third International Mathematics and Science Study (TIMSS). Educational Reseasrch, 46(3),241-257.
Macio, Y.B.(1996) A Cognitive Study Based on the National Assessment of Educational Progress (NAEP) Science Assessment. Annual Meeting of the National Council on Measurement in Education. April 9-11, New York, NY.
Martin, M. O., Gregory, K. D., Stemler, S. E. (2000a). TIMSS 1999 International Technical Report. Chestnut Hill, MA: Boston College.
Martin, M. O., Mullis, I. V. S., Gonzalez, E. J., Gregory, K. D., Smith, T. A., Chrostowski, S. J., Garden, R. A., & O'Connor, K. M. (2000b). TIMSS 1999 International Science Report. Chestnut Hill, MA: Boston College.
Martin, M.O., Mullis, I.V.S., & Chrostowski, S.J. (2004a). TIMSS 2003 Technical Report. Chestnut Hill. MA: TIMSS & PIPLS International Center, Boston College.
Martin, M.O., Mullis, I.V.S., Gonzales, E.J., & Chrostowski, S.J. (2004b). TIMSS 2003 International Science Report. Chestnut Hill. MA: TIMSS & PIPLS International Center, Boston College.
Paik, S.J.(2004). Korean and US families, schools, and learning. International Journal of Educational Research 41, 71-90.
Papanastasiou, E. (2002). Factors that Differentiate Mathematics Students in Cyprus, Hong Kong, and the USA. Educational Research and Evaluation, 8(1), 129-146.
Piburn, M.D.(1993) Evidence from Meta-Analysis for an Expertise Model of Achievment in Science. Annual Meeting of the National Association for Research in Science Teaching. April 15-18, Atlanta, GA.
Stevenson, H.W. (1998). A Study of Three Cultures: Germany, Japan, and the United States - an Overview of the TIMSS Case Study Project. Phi Delta Kappan, Vol. 79, p524-529
Törnroos, J.(2005).Mathematics textbooks opportunity to learn and student achievement. Studies in Educational Evaluation, 31, 315-327.
Turmo, A. (2005). Gender differences in students’ achievement, attitudes, and self-concept in science: New evidence from the TIMSS 2003 study in Norway. Paper presented at the European Science Education Research Association Conference: Contributions of Research to Enhancing Students’Interest in Learning Science. August 28 - September 1, 2005. Barcelona, Spain.
Walberg, H. J. (1980). A Psychological Theory of Educational Productivity. In Farley, F. H. and Gordon, N. J. (Ed.) Psyhology and Education: the State of the Union. Berkerley, CA: McCutchan.
Walberg, H. J.(1984). Improving the productivity of America's schools. Educational Leadership, 41(8),19–27.
Wang, D.B.(2004). Familybackground factors and mathematics success: A comparison of Chinese and US students. International Journal of Educational Research 41, 40-54.
Wang, M.C., Haertel, G.D &Walberg. H.J. (1990). What Influences Learning? A Content Analysis of Review Literature. Journal of Educational Research, 84(1),30-43.
Wang, M.C., Haertel, G.D &Walberg. H.J. (1997). What Helps Students Learn? Spotlight on Student Success. LSS (the Laboratory for Student Success), No. 209.
Webster, B.J. & Fisher, D.L.(2000). Accounting for Variation in Science and Mathematics Achievement: A Multilevel Analysis of Australian Data, Third International Mathematics and Science Study (TIMSS). School Effectiveness and School Improvement, 11(3), 339-360.