TIMSS

The Trends in International Mathematics and Science Study (TIMSS), formerly known as the Third International Mathematics and Science Study, is an international comparative study that provides countries the opportunity to examine trends in mathematics and science achievement at the middle primary level (Year 5) and lower secondary level (Year 9). This is the fourth of the studies. New Zealand is one of more than 40 countries to take part in this fourth cycle.

The Trends in International Mathematics and Science Study (TIMSS), formerly known as the Third International Mathematics and Science Study, is an international comparative study that provides countries the opportunity to examine trends in mathematics and science achievement at the middle primary level (Year 5) and lower secondary level (Year 9). This is the third of the studies. New Zealand is one of more than 40 countries to take part in this third cycle.

The Trends in International Mathematics and Science Study (TIMSS) 1998/99, also known as the Third International Mathematics and Science Study-Repeat or TIMSS-R, was the second in a cycle of international comparative studies, providing participating countries with an opportunity to examine changes in mathematics and science achievement at the lower secondary (Year 9) level. The first assessment was conducted in 1994/95. Internationally, TIMSS-1998/99 was not as extensive as the first cycle, with only lower secondary students (Year 9 students in New Zealand) taking part. However, New Zealand chose to do a replication of the 1994/95 middle primary assessment with Year 5 students at the same time as TIMSS-1998/99 was administered to Year 9 students.

The Trends in International Mathematics and Science Study (TIMSS) 1994/95 (previously known as the Third International Mathematics and Science Study) was the first in a cycle of studies that gave participating countries the opportunity to examine their students’ achievement in mathematics and science relative to that of students in other countries. The study was also designed so that it could provide countries with an opportunity to measure trends in mathematics and science achievement in subsequent cycles. This first cycle covered achievement at three educational levels: middle primary (Years 4 and 5), upper primary and lower secondary (Years 8 and 9), and students in their final year of schooling (Years 12 and 13). In addition, a sub-sample of students from Years 5 and 9 participated in the performance assessment component of TIMSS.