Key findings from New Zealand's participation in the Trends in International Mathematics and Science Study (TIMSS)

Overview of TIMSS

What is TIMSS?

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) as well as monitoring curricular implementation and identifying the most effective instructional practices from around the world.

Conducted on a regular 4-year cycle, TIMSS has assessed mathematics and science in 1994/95¹, 1998/99, 2002/03, and 2006/07, with planning underway for 2010/11. In TIMSS 2006/07, New Zealand participated at the Year 5 level only. Approximately 425,000 students in 59 countries from all around the world took part in this cycle, 37 of them at the middle primary level (refer countries list towards the end of this summary).²

What does TIMSS consist of?

TIMSS consists of assessments of students’ achievements in mathematics and science. Each student was assessed in 2006/07 in two timed sessions of 36 minutes, and answered a combination of mathematics and science questions. The assessment was a pencil-and-paper test containing both multiple-choice and constructed-response questions. Following this, students were given a questionnaire containing questions about themselves, their opinions about mathematics and science, their computer use and time spent on homework.

Principals and teachers were also given questionnaires in order to gain further information about the context in which the mathematics teaching and learning take place. In New Zealand, the assessments and questionnaires were conducted in English.

The TIMSS assessments are organised around two dimensions: a content dimension specifying the domains or subject matter to be assessed within mathematics and science; and a cognitive dimension specifying the domains or thinking processes to be assessed. The content dimensions for mathematics are: number; geometric shapes and measures; and data display; and the content dimensions for science are: life science; physical science; and earth science. For both subjects, the cognitive domains are: knowing, applying, and reasoning. Details of these domains are published in the "TIMSS 2007 assessment frameworks" (Mullis, Martin, Ruddock, O’Sullivan, Arora, and Erberber, 2005).

How was TIMSS developed?

The TIMSS tests were developed cooperatively with representatives from participating countries. A consortium was responsible for developing procedures and managing the international activities required for the project.

The consortium comprised:

• International Study Centre;
• IEA Secretariat;
• IEA’s Data Processing Centre;
• Statistics Canada;
• Educational Testing Service (ETS).
  

TIMSS procedures are designed to ensure the reliability, validity, and comparability of the data through standardised procedures, and attention to quality control throughout. Mechanisms, such as field-testing of questions, detailed manuals covering procedures, rigorous training for all involved, and monitoring of implementation, help to maintain the quality of TIMSS.

Why participate in TIMSS?

Although it is often assumed that the international studies are only useful for international benchmarking purposes, the real value of TIMSS lies in its ability to provide a rich picture of mathematics and science achievement within the New Zealand context and over time.

TIMSS (along with other international assessment studies) can provide information about the performance of the New Zealand education system at the national level and in a global context. The information from studies such as TIMSS is used in the development and review of policy frameworks and also to inform and improve teaching practice. Developments arising out of previous cycles of TIMSS include resource materials for schools and teachers along with teacher in-service training programmes.

Footnotes

1. Note that this cycle of the study is called TIMSS 1995 internationally as most countries participated in 1995. However southern hemisphere countries conducted the assessment towards the end of 1994 so in New Zealand reports the study is referred to as TIMSS 1994/95. Similarly for the subsequent cycles, the two years in which administrations occurred in participating countries are indicated.
   
2. Mongolia were unable to meet sampling criteria so the total number of countries involved in TIMSS 2006/07 at the Year 5 level is usually referred to as 36.
   
   

Related Pages on Education Counts

See TIMSS publication home page. 

Mathematics: Trends in Year 5 mathematics achievement 1994 to 2006