TIMSS (Trends in International Mathematics and Science Study) 1994/95
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.
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The aim of this report is to present a summary of the performance of New Zealand students on each of the free-response items. Free-response mathematics and science items, along with the coding rubrics as in the international coding manual, and with summary statistics, are included in the report.
TIMSS-94/95 was the first in a cycle of studies designed to measure trends in science and mathematics achievement at the middle primary level (Year 5) and lower secondary level (Year 9). This is the fifth major report from the 94/95 study.
The aim of this report is to present the tasks, and indicate the performance expectations for which measures were sought, with New Zealand and mean international success rates, and comment where this seems desirable. Direct comparisons between New Zealand success rates and those of selected countries will be made for some items.
This report examines background and achievement data for standard 2 and standard 3 (9-year-old) students collected in New Zealand in late 1994. The years immediately prior to 1994 were characterised by major changes in education, including the development of new mathematics and science curricula. New Zealand's performance in mathematics and science has been viewed in this context.
This report examines background and mathematics achievement data for form 2 and form 3 (13-year-old) students collected in New Zealand in late 1994. The years immediately prior to 1994 were characterised by major changes in administrative structures and management of education in New Zealand, as well as the development and introduction of a new mathematics curriculum. New Zealand's performance in mathematics has been viewed in this context; however, the extent to which these changes have had an effect in achievement is believed to be minimal.
This report examines background and mathematics achievement data for form 2 and form 3 (13-year-old) students collected in New Zealand in late 1994. The years immediately prior to 1994 were characterised by major changes in administrative structures and management of education in New Zealand, as well as the development and introduction of a new mathematics curriculum. New Zealand's performance in mathematics has been viewed in this context; however, the extent to which these changes have had an effect in achievement is believed to be minimal.