Summary

Introduction

The Trends in International Mathematics and Science Study (TIMSS) is a comparative study developed cooperatively with representatives from participating countries, under the auspices of the International Association for the Evaluation of Educational Achievement (IEA). In TIMSS 2010/11, more than 600,000 students from 63 countries and 14 economies from all around the world took part. Within New Zealand, there were 5336 students from 158 schools assessed at the Year 9 level and 5572 students from 180 schools assessed at the Year 5 level. One of the foundations of any education system is its curriculum. This paper will examine the strengths and weaknesses in our system using the TIMSS lens AND the New Zealand Curriculum.

One of the underlying concepts of the TIMSS study is that there are three aspects to any curriculum: what is intended to be taught (the intended curriculum as embodied in the NZC in New Zealand), what is taught (the implemented curriculum), and what is learnt (the attained curriculum). Therefore, any measure of attainment needs also to consider the curriculum and what is taught. This paper will answer the following questions:

• What do New Zealand students do well in the TIMSS tests compared to other countries and what do they not do well?
• How do the TIMSS tests compare with the New Zealand Curriculum and curricula of other countries?
• What topics are being taught in New Zealand classrooms and how does this compare with the curriculum and the TIMSS tests?
• How well prepared and confident do teachers feel about teaching the curriculum content?