Projects / Programmes
Timss 2003 trends in international mathematics and science study
| Code |
Science |
Field |
Subfield |
| 5.01.00 |
Social sciences |
Educational studies |
|
| Code |
Science |
Field |
| S274 |
Social sciences |
Research methodology in science |
| S270 |
Social sciences |
Pedagogy and didactics |
international comparative study, mathematics and science, education, the school reform
Researchers (11)
Organisations (2)
Abstract
TIMSS 2003International comparative study will assess mathematics and science achievement at grades 4 and 8 to inform public policy in relation to curriculum and instructional practices. TIMSS focuses on providing information for improving teaching and learning in mathematics and science on the basis of international comparisons of the data, collected at the same time and on the same way in all participating countries. Up to now, the list of participating countries includes Argentina, Australia, Belgium (Fr), Belgium (Fl), Bulgaria, Botswana, Canada, Chile, Chinese Taipei, Cyprus, Czech Republic, England, Greece, Hong Kong, Hungary, Indonesia, Iran, Ireland, Israel, Italy, Japan, Jordan, Korea, Latvia, Lithuania, Macedonia, Malaysia, Moldova, Morocco, Netherlands, New Zealand, Norway, Philippines, Portugal, Romania, Russian Federation, Scotland, Singapore, Slovak Republic, Slovenia, South Africa, Sweden, Thailand, Tunisia, Turkey, United States.Basic characteristics:* Tests at grades 4 and 8 to monitor achievement during key points in the primary and middle school years* Regular mathematics and science assessments every four years provide trends for grade 8 from 1995 and 1999 and for grade 4 from 1995. * Design provides information about how the same cohort of fourth grade students performs as eighth graders* Collects curriculum information, linking achievement to the content and processes studied in school mathematics and science* Classroom sampling enables matching students' achievement to the instructional practices of their teachers* Reports achievement for each subject on a continuous scale, describing what students know and can do at four international benchmarks* Extremely valuable tool for evaluating school reforms and implementing school and system-wide improvement, also enables immediate transfer of the results into instructional practices.
