Trends in International Mathematics and Science Study 2007
TIMSS 2007 (2005-2008)
TIMSS was designed to measure trends in students’ mathematics and science achievement. TIMSS 2007 was the fourth in a four-year-cycle of assessments (previously in 1995, 1999 and 2003). Designed to align broadly with mathematics and science curricula in the participating countries TIMSS suggest the degree to which students have learned mathematics and social concepts and skill likely to have been taught in school. TIMSS tests put an 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 are 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 2007 was conducted in October–December 2006 (Southern Hemisphere) and March–June 2007 (Northern Hemisphere).
Target Population
TIMSS 2007 was assessing the mathematics and science achievement of children in two target populations: fourth grade and eighth grade students.
Participating Educational Systems
Algeria, Armenia, Australia, Austria, Bahrain, Bosnia and Herzegovina, Botswana, Bulgaria, Canada (Alberta, British Columbia, Ontario and Québec), Chinese Taipei, Colombia, Cyprus, Czech Republic, Denmark, Egypt, El Salvador, England, Georgia, Germany, Ghana, Hong Kong SAR, Hungary, Indonesia, Iran, Israel, Italy, Japan, Jordan, Kazakhstan, Korea, Kuwait, Latvia, Lebanon, Lithuania, Malaysia, Malta, Mongolia, Morocco, The Netherlands, New Zealand, Norway, Oman, Palestinian National Authority, Qatar, Romania, Russian Federation, Saudi Arabia, Scotland, Serbia, Singapore, Slovak Republic, Slovenia, Spain (Basque Country), Sweden, Syria, Thailand, Tunisia, Turkey, Ukraine, United Arab Emirates (Dubai), United States, Yemen.
Key Findings
1. Across both disciplines, Asian countries had the highest percentages of students reaching the advanced International Benchmark, representing fluency on items involving the most complex topics and reasoning skills.
2. In mathematics remarkable percentages of students reached the Advanced International Benchmark. In particular, at the fourth grade, Singapore and Hong Kong SAR had 41 and 40 percent of their students, respectively, achieving at or above the mark. At the eighth grade, Chinese Taipei, Korea, and Singapore had 40 to 45 percent of their students achieving at or above it. The median percentage of students reaching this Benchmark was 5 percent at the fourth grade and 2 percent at the eighth grade.
3. In science, the highest performing countries at the fourth grade – Singapore and Chinese Taipei – had 36 and 19 percent of their students, respectively, achieving at or above the Advanced International Benchmark. At the eighth grade, Singapore and Chinese Taipei had 32 and 25 percent of their students, respectively, achieving at or above the Benchmark. The median percentage of students reaching this Benchmark was 7 percent at the fourth grade and 3 percent at the eighth grade.
4. At the fourth grade, in both mathematics and science, more countries showed improvement in 2007 than declines. Steady improvement since the first TIMSS in 1995 was shown by a range of countries.
5. At the eighth grade, the pattern was less pronounced. Although close to a dozen countries showed improvements, most countries either showed little change or declined.
6. At the fourth grade, the differences in achievement between boys and girls were negligible in approximately half the countries in both mathematics and science. In the remaining countries, girls had higher achievement in about half and boys had higher achievement in the other half.
7. At the eighth grade, the differences in achievement between boys and girls were negligible in about one third of the countries. In the remaining countries, girls had higher achievement than boys in more countries, especially in mathematics.
8. Across both subject areas and grade levels, students who reported speaking the language of the test at home had higher average achievement.
9. At the eighth grade, higher levels of parents’ education and the presence of books, computers and Internet access in the home were associated with higher average mathematics and science achievement.
10. At both grades and in both subject areas, students with more positive attitudes toward these subjects, who reported a higher level of self-confidence in learning mathematics and science, and placed a higher value on them as important to future success, also had higher achievement.
11. Across both subjects and grade levels, on average:
• At both fourth and eighth grades, achievement was highest where principals and teachers had a positive view of the school climate, including high levels of teacher job satisfaction, high expectations for student achievement and parental support. • Achievement was highest among students attending schools with more than 90 percent of students having the language of the test as their native language. • Achievement was higher among students who attended schools that reported few attendance problems, few shortages or inadequacies in resources. • There was a positive association between achievement and students’ perception of being safe in school. • Most countries reported having a national curriculum, and that preparation in how to teach it was part of pre-service education. |
12. In both subjects, at both the fourth and eighth grades, the majority of students were taught mathematics by teachers in their 30s and 40s. Although about one fourth of the students internationally were taught by teachers 50 or older, relatively few students were taught by teachers younger than 30.
13. Supplying schools with teachers well prepared to teach mathematics and science appears to be an increasing problem, especially at the fourth grade. At the eighth grade, most teachers had studied mathematics or science and reported feeling very well prepared to teach the topics in the TIMSS assessment. In contrast, teachers at the fourth grade reported little specific training or specialized education, especially in science. Just half the students had teachers who reported feeling very well prepared to teach the TIMSS science topics.
Major Publications
Mullis, I.V.S., Martin, M.O., Olson, J.F., Berger, Milne, D, & Stanco, G.M. (Eds) (2008)
TIMSS 2007 Encyclopedia. A Guide to Mathematics and Science Education Around the World.
Volume 1 & 2. Chestnut Hill, MA: IEA TIMSS & PIRLS International Study Center.
Mullis, I.V.S., Martin, M.O., & Foy, P. (2008)
TIMSS 2007 International Mathematics Report. Findings from IEA’s Trends in International Mathematics and Science Study at the Fourth and Eight Grades.
Chestnut Hill, MA: IEA TIMSS & PIRLS International Study Center.
Martin, M.O., Mullis, I.V.S., & Foy, P. (2008)
TIMSS 2007 International Science Report. Findings from IEA’s Trends in International Mathematics and Science Study at the Fourth and Eight Grades.
Chestnut Hill, MA: IEA TIMSS & PIRLS International Study Center.
Olson, J.F., Martin, M.O., & Mullis, I.V.S., (2008)
TIMSS 2007 Technical Report.
Chestnut Hill, MA: IEA TIMSS & PIRLS International Study Center.
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