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Trends in Mathematics and Science Study 2003

TIMSS 2003 (2001-2004)

TIMSS (the earlier acronym for the Third International Mathematics and Science Study) was designed to measure trends in students’ mathematics and science achievement. TIMSS 2003 was the third in a four-year-cycle of assessments. TIMSS tests contained questions requiring students to select appropriate responses or to solve problems and answer questions in an open-ended format. From 2003 on, TIMSS has gradually placed more emphasis on questions and tasks that offer better insight into the analytical, problem-solving, and inquiry skills and capabilities of students. In addition, students, teachers, and school principals in each participating country were asked to complete questionnaires concerning the context for learning mathematics and science, so as to provide a resource for interpreting the achievement results and to track changes in instructional practices.

The data collection for TIMSS 2003 was conducted in October–December 2002 (Southern Hemisphere) and March–June 2003 (Northern Hemisphere).

Target Population

TIMSS 2003 was assessing the mathematics and science achievement of children in two target populations. These populations correspond to the upper grades of the TIMSS 1995 Population 1 and Population 2 target definitions. Generally, these are the fourth and eighth grades.

Participating Educational Systems

Argentina, Armenia, Australia, Bahrain, Belgium (Flemish), Botswana, Bulgaria, Canada (Ontario and Québec), Chile, Chinese Taipei, Cyprus, Egypt, England, Estonia, Ghana, Hong Kong (SAR), Hungary, Indonesia, Iran, Israel, Italy, Japan, Jordan, Korea, Latvia, Lebanon, Lithuania, Macedonia, Malaysia, Moldova, Morocco, Netherlands, New Zealand, Norway, Palestinian Autonomy, Philippines, Romania, Russian Federation, Saudi Arabia, Scotland, Serbia, Singapore, Slovak Republic, Slovenia, South Africa, Sweden, Syria, Tunisia, United States, Yemen. The Basque Country (Spain) and Indiana State (United States) also participated in the TIMSS 2003 data collection.

Key Findings

  1. The Asian countries outperformed the other participants. Singapore was the top performing country at both the fourth and eighth grades in mathematics and science. Also Chinese Taipei, Hong Kong SAR and Republic of Korea did very well.
  2. At the eight grade countries that showed significant improvement in mathematics form 1995 to 2003 included the Republic of Korea, Hong Kong SAR, Latvia (Latvian speaking schools), United States and Lithuania. At the forth grade, they were Hong Kong SAR, Latvia (Latvian speaking schools), England, Cyprus, New Zealand and Slovenia. For science, improvement was registered in Republic of Korea, Hong Kong SAR, the United States, Australia, Slovenia, Lithuania and Latvia (Latvian speaking schools) for grade eight, Singapore, Hong Kong SAR, England, Hungary, Latvia (Latvian speaking schools), New Zealand, Slovenia, Cyprus, and Iran.
  3. Decreases in achievement were found in Japan, Belgium (Flemish), the Russian Federation, the Slovak Republic, Sweden, Bulgaria, Norway, Cyprus (mathematics eighth grade), the Netherlands and Norway (mathematics fourth grade), Sweden, the Slovak Republic, Belgium (Flemish), Norway, Bulgaria, Iran and Cyprus (science eighth grade), Japan, Scotland and Norway (science fourth grade).
  4. Gender differences were negligible in many countries for mathematics, but in science at the eighth grade boys had significantly higher achievement than girls in the majority of countries. Nevertheless girls had greater improvement on average than boys, especially since 1999.
  5. The home context (highly educated parents, speaking the language of the test at home, more books at home, and frequently using the computer) was important to foster higher achievement.
  6. Providing students the opportunity to learn the content assessed was fundamental. The content needed to be delivered in the classroom and in an effective way. Also positive school environment was related to higher achievement (positive climates for learning, fewer students from disadvantages homes, and schools where teachers and students felt save).

Major Publications

Martin, M. O., Mullis, I. V. S., & Chrostowski, SJ. (2004).

TIMSS 2003 Technical Report.

Chestnut Hill, MA: Boston College

 

Mullis, I. V. S., Martin, M. O., Gonzales, E. J., & Chrostowski, S. J., (2004).

TIMSS 2003 International Mathematics Report. Findings From IEA’s Trends in International Mathematics and Science Study at the Fourth and Eighth Grades.

Chestnut Hill, MA: Boston College.

 

Mullis, I. V. S., Martin, M. O., Gonzales, E. J., & Chrostowski, S. J. (2004).

TIMSS 2003 International Science Report Findings From IEA’s Trends in International Mathematics and Science Study at the Fourth and Eighth Grades.

Chestnut Hill, MA: Boston College

 

Mullis, I. V. S., Martin, M. O., Smith, T. A., Garden, R. A., Gregory, K. D., Gonzales, E. J. Chrostowski, S. J. (2001).

TIMSS Assessment Frameworks and Specifications 2003

Chestnut Hill, MA: Boston College

 

For more information, please contact

http://timss.bc.edu/

 

TIMSS 2003

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