TIMSS focuses on effectively measuring educational achievement in mathematics and science at the fourth, eighth, and sometimes 12th grades. The study is designed to capture the breadth and richness of these subjects as they are taught in the participating counties. The study collects detailed information about curriculum and curriculum implementation, together with empirical information about the contexts for schooling. It therefore provides countries with a much-needed means of improving mathematics and science learning outcomes for students worldwide. In addition, because the IEA has conducted the assessments every four years since 1995, interested parties worldwide can identify trends in achievement and other relevant indices across time.
PIRLS has been assessing reading literacy and monitoring trends in literacy-related student achievement since 2001. Conducted in a large number of countries, the study represents the international standard for reading comprehension at the fourth grade. PIRLS data present a dynamic picture of educational policies and practices associated with literacy across the participating countries, relevant to educational improvement efforts. The study enables participating countries not only to collect current and trend information about curricula, standards, frameworks, and instruction but also to introduce and assess new ideas.
ICCS reports on students’ knowledge and understanding of concepts and issues related to civics and citizenship. It also focuses on students’ values, beliefs, attitudes, and behaviors. It represents the largest and most rigorous study of civic and citizenship education conducted internationally up to the present time. An important aim of the study is to address the challenges of educating young people amidst ever-changing contexts of democracy and civic participation with a current focus on students at the eighth grade.
ICILS assesses eighth grade students’ abilities to use computers to investigate, create, and communicate in order to participate effectively at home, at school, in the workplace, and in the community. It sheds light on the contexts and outcomes of information and communication technology (ICT) related education programs, and on the role of schools and teachers in supporting students’ computer and information literacy achievement.
This study offers assessments of foundational mathematics and reading skills in developing countries. It was developed for these countries in the spirit of building their capacity at the local level and to support the efforts of the global education community to work toward universal primary education. The study also allows participating countries to compare their students’ numeracy and literacy achievement with the achievement of other students in countries from all over the world because the LaNA assessments are linked to the current cycles of TIMSS and PIRLS, respectively.