Launch of the TIMSS 2023 Longitudinal International Results

Hosted in partnership with IEA, the TIMSS & PIRLS International Study Center at Boston College, the Ministry of Education, Science and Innovation of Montenegro and the Examination Center of Montenegro. This livestream event shared key findings from the TIMSS 2023 Longitudinal Study and provided insights into how student progress over one academic year can support more effective policy and classroom practices.

The event began with welcome remarks by PhD. Anđela Jakšić-Stojanović, Minister of Education, Science and Innovation of Montenegro; MSc. Miloš Trivić, Director, Examination Center of Montenegro and Dr. Christian Christrup Kjeldsen, Chair of IEA, setting a positive tone for the day.

Professor Matthias von Davier then presented highlights from the TIMSS 2023 Longitudinal International Report, followed by Dr. Dirk Hastedt, who shared key takeaways for policy and practice. 

The full report, containing useful insights and findings, can be accessed here.

Some key findings showed that: 

• In most of the nine education systems, students in Grades 4 and 5 with more educational resources at home showed greater growth in mathematics.
• Students who reported a higher sense of well-being tended to demonstrate higher growth in achievement across one school year compared to their peers who reported a lower sense of well-being.
• Across nearly all education systems and grade levels, students who reported frequent bullying showed less growth and lower average scores in mathematics and science.
• Frequent absences can hinder progress, as students who reported they were often absent from school showed less growth and lower achievement in both mathematics and in science.
• In all nine participating education systems, the percentage of students who reported having very positive attitudes toward mathematics and science dropped between Grade 4 and Grade 5. 

IEA thanks and congratulates all those who worked towards the success of the TIMSS 2023 Longitudinal International Results.

For more information on the key findings and to explore the TIMSS 2023 Longitudinal International Results, click here. The recorded event is available via IEA's YouTube here.

Agenda

10:00–10:15    Welcome Remarks

• PhD. Anđela Jakšić-Stojanović, Minister of Education, Science and Innovation of Montenegro
• MSc. Miloš Trivić, Director, Examination Center of Montenegro
• Dr. Christian Christrup Kjeldsen, Chair, IEA

10:15–10:45     Highlights from the TIMSS-L International Report and Results

• Prof. Matthias von Davier, Executive Director, TIMSS & PIRLS International Study Center, Boston College

10:45–11:00    The Unique Value of Longitudinal Data

• Dr. Dirk Hastedt, Executive Director, IEA

11:00–11:15    Q & A

• Moderated by Dr. Christian Christrup Kjeldsen, IEA Chair

11:15–11:45    Break

11:45–13:00    Panel Discussion: Insights from the TIMSS Longitudinal Results

• Dr. Mona Guath, Senior Education Officer, Swedish National Agency of Education
• Dr. Beti Lameva, Head of Sector for Exams, IT and Research at National Examination Centre, Republic of North Macedonia
• Ms. Marina Radović, Head of the Department for International Cooperation, Research, and Assessment of the Examination Center of Montenegro
• Dr. Daniele Vidoni, Policy Coordinator, European Commission
• Ms. Milica Vušurović, Biology Education Advisor, Bureau for Education of Montenegro
• Moderated by MSc. Miloš Trivić, Director, Examination Center of Montenegro

Event in collaboration with:

About TIMSS 2023 Longitudinal   
The TIMSS 2023 Longitudinal Study is an optional extension of TIMSS 2023. It follows the same sample of students assessed in TIMSS 2023 one year later—when they are in fifth and ninth grades—to measure learning gains in mathematics and science over the course of one school year.

As the first longitudinal extension of TIMSS on this scale, the study enables education systems to better understand the pace and equity of student progress and to connect achievement growth with classroom, school, and home environments.

By collecting data on the same students across two points in time, the study enables researchers and policymakers to better understand how educational experiences shape learning progress within and across systems.

This approach provides new international evidence for improving teaching and learning, adding depth to TIMSS’ 30-year tradition of trend-based achievement reporting.