TIMSS (Trends in International Mathematics and Science Study) 2014/15

Publication Details

The Trends in International Mathematics and Science Study (TIMSS) measures trends in mathematics and science achievement at the fourth and eighth grades (Years 5 and 9 in New Zealand) as well as monitoring curricular implementation and identifying the most effective instructional practices from around the world. This is the sixth cycle of TIMSS. It was conducted in 2014 in Southern Hemisphere countries and in 2015 in Northern Hemisphere countries. Hence it is referred to as TIMSS 2014/15 in New Zealand. New Zealand is one of 57 countries and 7 benchmarking participants that took part in this cycle.

Author(s): Various

Date Published: Various

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  • Science achievement: What we know from New Zealand's participation in TIMSS 2014/15 and PISA 2015

    In 2014 and 2015 New Zealand took part in two large international studies – the Trends in International Mathematics and Science Study (TIMSS), and the Programme for International Student Assessment (PISA). TIMSS focuses on the maths and science achievement of Year 5 and Year 9 students. PISA focuses on the reading, maths, and science literacy of 15-year-old students. Both studies also examine the context in which learning takes place.

    TIMSS and PISA assessment frameworks have slightly different approaches to science – TIMSS focuses on curriculum, teaching, and learning, while PISA focuses on science literacy for life beyond school for the average student. While still assessing all three areas of literacy (reading, maths, and science), each cycle of PISA has a main focus on only one of these areas – in this cycle it was science.

    Author(s): Comparative Education Research Unit, Ministry of Education.

    Date Published: May 2017

  • Mathematics achievement: What we know from New Zealand's participation in TIMSS 2014/15 and PISA 2015

    In 2014 and 2015 New Zealand took part in two large international studies – the Trends in International Mathematics and Science Study (TIMSS), and the Programme for International Student Assessment (PISA). TIMSS focuses on the maths and science achievement of Year 5 and Year 9 students. PISA focuses on the reading, maths, and science literacy of 15-year-old students. Both studies also examine the context in which learning takes place.

    TIMSS and PISA assessment frameworks have slightly different approaches to maths – TIMSS focuses on curriculum, teaching, and learning, while PISA focuses on maths literacy for life beyond school for the average student. While still assessing all three areas of literacy (reading, maths, and science), each cycle of PISA has a main focus on only one of these areas – in this cycle it was science.

    Author(s): Comparative Education Research Unit, Ministry of Education.

    Date Published: May 2017

  • TIMSS 2014/15 in New Zealand

    This flyer describes what TIMSS is, who takes part, what is assessed in TIMSS, and how the TIMSS results can be used.

    Author(s): Robyn Caygill, Vafa Hanlar and Charlotte Harris-Miller, Comparative Education Research Unit, Ministry of Education

    Date Published: November 2016

  • What we know about maths achievement: New Zealand Year 5 and Year 9 results from TIMSS 2014/15

    This flyer briefly summarises student maths achievement results from New Zealand’s participation in TIMSS 2014/15. It includes information about high and low achievers, relative strengths and weaknesses, and looks at the relationship to the New Zealand Curriculum. The achievement of boys and girls, students in different ethnic groupings, and students in different socio-economic groupings is also presented.

    Author(s): Robyn Caygill, Vafa Hanlar and Charlotte Harris-Miller, Comparative Education Research Unit, Ministry of Education

    Date Published: November 2016

  • What we know about science achievement: New Zealand Year 5 and Year 9 results from TIMSS 2014/15

    This flyer briefly summarises student science achievement results from New Zealand’s participation in TIMSS 2014/15. It includes information about high and low achievers, relative strengths and weaknesses, and looks at the relationship to the New Zealand Curriculum. The achievement of boys and girls, students in different ethnic groupings, and students in different socio-economic groupings is also presented.

    Author(s): Robyn Caygill, Vafa Hanlar and Charlotte Harris-Miller, Comparative Education Research Unit, Ministry of Education

    Date Published: November 2016

  • Student attitudes to maths and science: what we know from New Zealand’s TIMSS 2014/15 results for Year 5 and Year 9

    This flyer briefly summarises student attitudes to maths and science and the relationship between those attitudes and student achievement. The types of attitudes covered include liking, confidence, and valuing maths and science. The attitudes of boys and girls and students in different ethnic groupings are also summarised.

    Author(s): Robyn Caygill, Vafa Hanlar and Charlotte Harris-Miller, Comparative Education Research Unit, Ministry of Education

    Date Published: November 2016

  • Teachers and teaching in maths and science: what we know from New Zealand’s TIMSS 2014/15 results for Year 5 and Year 9

    This flyer briefly summarises findings about teachers and teaching from New Zealand’s participation in TIMSS 2014/15. It includes teacher qualifications and confidence, professional development, and teaching activities.

    Author(s): Robyn Caygill, Vafa Hanlar and Charlotte Harris-Miller, Comparative Education Research Unit, Ministry of Education

    Date Published: November 2016

  • New Zealand’s school climate for learning: what we know from TIMSS 2014/15

    This flyer briefly summarises findings about school climate from New Zealand Year 5 and Year 9 students participation in TIMSS 2014/15. The perceptions of school climate of students, Year 5 parents, teachers, and principals are included. The aspects reported are sense of belonging, school safety, the academic emphasis in schools, and the relationship between perceptions of school climate and student achievement.

    Author(s): Robyn Caygill, Vafa Hanlar and Charlotte Harris-Miller, Comparative Education Research Unit, Ministry of Education

    Date Published: November 2016

  • TIMSS 2015: New Zealand Year 5 Maths results

    This report describes the mathematics achievement of Year 5 students in TIMSS 2014/15. Analyses of achievement by sub-groupings (such as gender and ethnicity) and background information are also presented and comparisons are made with New Zealand across cycles and also with other countries. Characteristics of teachers, including their preparedness to teach mathematics, teaching activities that took place within mathematics lessons, resources, and teacher attitudes and perceptions, as well as the school climate for learning, are explored. The report also includes information about home climate and early learning activities that Year 5 students were engaged in at home.

    Author(s): Robyn Caygill, Sunita Singh and Vafa Hanlar, Comparative Education Research Unit, Ministry of Education

    Date Published: November 2016

  • TIMSS 2015: New Zealand Year 9 Maths results

    This report describes the mathematics achievement of Year 9 students in TIMSS 2014/15. Analyses of achievement by sub-groupings (such as gender and ethnicity) and background information are also presented and comparisons are made with New Zealand across cycles and also with other countries. Characteristics of teachers, including their preparedness to teach mathematics, teaching activities that took place within mathematics lessons, resources, and teacher attitudes and perceptions, as well as the school climate for learning, are explored.

    Author(s): Robyn Caygill, Vafa Hanlar and Sunita Singh, Comparative Education Research Unit, Ministry of Education

    Date Published: November 2016

  • TIMSS 2015: New Zealand Year 5 Science results

    This report describes the science achievement of Year 5 students in TIMSS 2014/15. Analyses of achievement by sub-groupings (such as gender and ethnicity) and background information are also presented and comparisons are made with New Zealand across cycles and also with other countries. Characteristics of teachers, including their preparedness to teach science, teaching activities that took place within science lessons, resources, and teacher attitudes and perceptions, as well as the school climate for learning, are explored. The report also includes information about home climate and early learning activities that Year 5 students were engaged in at home.

    Author(s): Robyn Caygill, Sunita Singh and Vafa Hanlar, Comparative Education Research Unit, Ministry of Education

    Date Published: November 2016

  • TIMSS 2015: New Zealand Year 9 Science results

    This report describes the science achievement of Year 9 students in TIMSS 2014/15. Analyses of achievement by sub-groupings (such as gender and ethnicity) and background information are also presented and comparisons are made with New Zealand across cycles and also with other countries. Characteristics of teachers, including their preparedness to teach science, teaching activities that took place within science lessons, resources, and teacher attitudes and perceptions, as well as the school climate for learning, are explored.

    Author(s): Robyn Caygill, Vafa Hanlar and Sunita Singh, Comparative Education Research Unit, Ministry of Education

    Date Published: November 2016

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