scholarly journals TIMSS 2019 Australia Highlights

2020 ◽  
Author(s):  
Sue Thomson ◽  
Nicole Wernert ◽  
Sima Rodrigues ◽  
Elizabeth O’Grady
Keyword(s):  
Student Performance ◽  
Science Achievement ◽  
Science Study ◽  
Performance Volume ◽  
International Context ◽  
Demographic Groups ◽  
Rich Data ◽  
Mathematics And Science

Trends in International Mathematics and Science Study (TIMSS) is an international sample study that assesses the mathematics and science achievement of Year 4 and Year 8 students every four years. Australia has participated in all cycles of TIMSS since it commenced in 1995 and over this 24-year period has collected rich data about trends in mathematics and science achievement. This document provides the highlights from Volume I of the main report TIMSS 2019 Australia. Volume I: Student performance. Volume I and these Highlights focus on the achievement results, detailing Australia’s results within the international context, as well as the results for the Australian jurisdictions, and for different demographic groups within Australia.

Providing Data for Educational Policy in an International Context: The Third International Mathematics and Science Study (TIMSS)

1997 ◽  
Vol 13 (1) ◽  
pp. 49-58 ◽  
Author(s):  
Albert E. Beaton ◽  
Michael O. Martin ◽  
Ina V.S. Mullis
Keyword(s):  
International Perspective ◽  
Current Status ◽  
Informational Needs ◽  
Science Study ◽  
Educational Decisions ◽  
Comparative Performance ◽  
Policy Makers ◽  
International Context ◽  
The Third ◽  
Mathematics And Science

Policy-makers in many nations of the world are involved in educational reforms. In order to make effective educational decisions for the 21st century, policy-makers need information of a wide variety of kinds, for example, comparative performance data and curriculum information from other nations. National assessments can be valuable, but international surveys provide a broader base of information and allow countries to view their current status and planning within an international perspective. The purpose of this paper is to describe the goals of the Third International Mathematics and Science Study and the steps being followed to insure that the results from the study will meet the diverse informational needs of policy-makers.

scholarly journals Evaluating the alignment between the Grade 9 mathematics Annual National Assessment and the TIMSS test items

2021 ◽  
Vol 41 (3) ◽  
pp. 1-13
Author(s):  
Zwelithini Bongani Dhlamini
Keyword(s):  
Statistical Significance ◽  
Science Study ◽  
National Assessment ◽  
International Context ◽  
Test Items ◽  
Enacted Curriculum ◽  
Theoretical Perspectives ◽  
Cognitive Levels ◽  
Alpha Level ◽  
Mathematics And Science

In the study reported on here I evaluated the alignment between the Annual National Assessment (ANA) and Trends in International Mathematics and Science Study (TIMSS). Theoretical perspectives were drawn from the Survey Enacted Curriculum (SEC), while quantitative correlational methods were used to determine the alignment between ANA and TIMSS using 2 variables in the assessments, topics and cognitive levels. The research design was the correlational prediction design. The evaluation revealed that the Porter’s alignment index between ANA and TIMSS was 0.657 in 2012, 0.728 in 2013 and 0.681 in 2014. Statistically, this was significantly low at the Alpha level of 0.05, in accordance with Fulmer’s critical values at 20, 60 and 120 standard points. The low statistical significance of the alignment indices justifies discrepancies in topics and cognitive levels for ANA and TIMSS, justifying misalignment in what was tested in the two assessments. It is recommended that alignment studies be sanctioned frequently by the ANA developers as one of many measures to gauge the performance of the curriculum both in a national and international context.

scholarly journals Similarity of TIMSS Math and Science Achievement of Nations

2001 ◽  
Vol 9 ◽  
pp. 33 ◽  
Author(s):  
Algirdas Zabulionis
Keyword(s):  
Science Achievement ◽  
Educational Achievement ◽  
International Association ◽  
Massive Data ◽  
Science Study ◽  
Data Set ◽  
Test Items ◽  
Massive Data Set ◽  
Math And Science ◽  
Mathematics And Science

In 1991-97, the International Association for the Evaluation of Educational Achievement (IEA) undertook a Third International Mathematics and Science Study (TIMSS) in which data about the mathematics and science achievement of the thirteen year-old students in more than 40 countries were collected. These data provided the opportunity to search for patterns of students' answers to the test items: which group of items was relatively more difficult (or more easy) for the students from a particular country (or group of countries). Using this massive data set an attempt was made to measure the similarities among country profiles of how students responded to the test items.

scholarly journals TIMSS 2019 Australia. Volume I: Student performance

2020 ◽  
Author(s):  
Sue Thomson ◽  
Nicole Wernert ◽  
Sima Rodrigues ◽  
Elizabeth O'Grady
Keyword(s):  
Student Performance ◽  
Teaching And Learning ◽  
Science Achievement ◽  
Educational Achievement ◽  
International Association ◽  
Educational Goals ◽  
Australian Council ◽  
Ministerial Council ◽  
International Comparative ◽  
Mathematics And Science

The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).

scholarly journals Consistency of Findings Across International Surveys of Math & Science

2000 ◽  
Vol 8 ◽  
pp. 43 ◽  
Author(s):  
Michael O'Leary et al ◽  
Thomas Kellaghan ◽  
George Madaus ◽  
Albert Beaton
Keyword(s):  
Science Achievement ◽  
Effect Sizes ◽  
Educational Progress ◽  
Science Study ◽  
The Third ◽  
International Assessment ◽  
Mean Differences ◽  
Mathematics And Science ◽  
Second International

The investigation reported in here was prompted by discrepancies between the performance of Irish students on two international tests of science achievement: the Second International Assessment of Educational Progress (IAEP2) administered in 1991 and the Third International Mathematics and Science Study (TIMSS) administered in 1995. While average science achievement for Irish 13-year-olds was reported to be at the low end of the distribution representing the 20 participating countries in IAEP2, it was around the middle of the distribution representing the 40 or so countries that participated in TIMSS at grades 7 and 8. An examination of the effect sizes associated with mean differences in performance on IAEP2 and TIMSS indicated that the largest differences are associated with the performance of students in France, Ireland and Switzerland. Five hypotheses are proposed to account for the differences.

International Differences in Student Achievement: An Economic Perspective

2004 ◽  
Vol 5 (3) ◽  
pp. 357-380 ◽  
Author(s):  
Hendrik Jürges ◽  
Kerstin Schneider
Keyword(s):  
Student Achievement ◽  
Student Performance ◽  
School Teacher ◽  
International Comparisons ◽  
Institutional Characteristics ◽  
Science Study ◽  
International Differences ◽  
Mathematics Test ◽  
Cross Country ◽  
Mathematics And Science

Abstract International comparisons reveal large cross-country differentials in average student performance. Although there is considerable public debate about these differences, their sources are hardly identified. Using school, teacher and student data from the Third International Mathematics and Science Study (TIMSS), the present paper attempts to explain what causes between-country gaps in mathematics test score distributions. Following a three-pronged strategy of microlevel and cross-country regressions as well as bilateral country comparisons, we show how these gaps are explained by differences in school, teacher and student characteristics, or financial resources devoted to the school system. Institutional characteristics, such as competition between schools and the composition of the faculty can also help to understand international differences in student achievement.

scholarly journals The importance of discourse and attitude in learning astronomy. A mixed methods approach to illuminate the results of the TIMSS 2011 survey.

2014 ◽  
Vol 10 (1) ◽  
pp. 16-31
Author(s):  
Trude Nilsen ◽  
Carl Angell
Keyword(s):  
Conceptual Understanding ◽  
Learning Process ◽  
High Performance ◽  
Science Achievement ◽  
Science Study ◽  
Mixed Methods Approach ◽  
Discourse Practices ◽  
Students Attitudes ◽  
8Th Graders ◽  
Mathematics And Science

The TIMSS (Trends in International Mathematics and Science Study) survey carried out in 2011 showed that Norwegian 8th graders reversed a declining trend in science achievement that had lasted almost two decades. However, the only sub-topic that contributed significantly to this turn-around was astronomy. The aim of this study is to explore factors that may have influenced the learning process and led to this high performance. We focused on the characteristics and influence of 1) attitudes towards astronomy and 2) practising astronomy discourse on 3) the conceptual understanding of astronomy. These three were investigated by questionnaire (n=200) and interview (n=32). The findings showed that these students’ reported discourse practices had an influence on their attitudes and that attitude towards astronomy was important to their conceptual understanding of this topic. Students’ attitudes reflected mostly interest and self-efficacy, and they reported practising astronomy discourse through media and discussions inside and outside of school. 

scholarly journals TIMSS 2019 Australia. Volume II: School and classroom contexts for learning

2021 ◽  
Author(s):  
Sue Thomson ◽  
Nicole Wernert ◽  
Sarah Buckley ◽  
Sima Rodrigues ◽  
Elizabeth O’Grady ◽  
...  
Keyword(s):  
Student Attitudes ◽  
Science Classroom ◽  
School Life ◽  
Performance Volume ◽  
Demographic Groups ◽  
School Learning ◽  
Students Attitudes ◽  
The Many ◽  
Key Aspects ◽  
Mathematics And Science

This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes. Each chapter focuses on different indicators that cover the school community, the school learning environment, mathematics and science teacher characteristics, mathematics and science classroom learning environments, and students’ attitudes and beliefs. Together, the different indicators of student and school life illustrate some of the many key aspects that make up the school experience.

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