The 2003 Trends in International Mathematics and Science Survey (TIMSS) is the third in a series of surveys which began in 1995. In the 2003 survey year 5 and year 9 pupils participated in England. These correspond to grades 4 and 8 internationally and these terms are used in this report. Year 9 pupils in England participated in both previous surveys, in 1995 and 1999, as did grade 8 students from a wide range of countries. Year 5 pupils from England participated in the last TIMSS survey of this age group, in 1995, along with grade 4 pupils from a variety of countries. The 2003 survey allows us to identify our current standing and changes over time in the performance of both year 5 and year 9 pupils in England in mathematics and science. It also allows us to examine performance in England against that of countries of particular interest, such as our economic competitors, and the average performance of all the participating countries. In the National Report for England, another yardstick is used against which to judge England’s performance. This is the average performance of a group of developed countries chosen to represent some of our economic competitors, the English speaking world and our European neighbours. This Comparison Group consists of: England, Australia, Hong Kong, Hungary, Japan, New Zealand, Singapore, USA, Belgium (Flemish), Italy, the Netherlands and Scotland. These countries were chosen because they have participated in all or almost all of the TIMSS surveys for grades 4 and 8. Their average performance provides a much more demanding standard than the international average for the survey, which reflects the performance of both developed and developing countries. England’s performance over time. Each TIMSS survey contains items used in previous surveys. These common items allow trends in performance over time to be analysed. Fifteen countries tested grade 4 pupils in both 1995 and 2003. For these countries, analysis of trends in performance over time has been possible. More countries have been involved at grade 8, and for 35 it is possible to look at trends in performance from 1995 and/or 1999 to 2003. England’s performance at the international benchmarks . The international benchmarks in the 2003 study were defined by scale points, 625 for the advanced benchmark, 550 for the high benchmark, 475 for the intermediate and 400 for the low for both grades and subjects. These can be compared with the country level performance already illustrated. The intermediate benchmark, 475, is very close to the international averages for grade 4, but up to 20 points below those for grade 8. Important features of England’s performance against these benchmarks are summarised in the report. As would be expected, performance at the international benchmarks was closely related both to England’s overall performance in the four assessments in 2003 and to the changes in performance over time already reported. Students' attitudes and the teachers and the schools in England. Underlying trends on students' attitudes and the teachers and the schools in England – at both grades 4 and 8 - were obtained from the outcomes of multilevel modelling analysis. The outcomes of these analyses are summarised in the report.
Where England stands in the trends in international mathematics and science study (TIMSS) 2003 national report for England
GNALDI, MICHELA;
2004
Abstract
The 2003 Trends in International Mathematics and Science Survey (TIMSS) is the third in a series of surveys which began in 1995. In the 2003 survey year 5 and year 9 pupils participated in England. These correspond to grades 4 and 8 internationally and these terms are used in this report. Year 9 pupils in England participated in both previous surveys, in 1995 and 1999, as did grade 8 students from a wide range of countries. Year 5 pupils from England participated in the last TIMSS survey of this age group, in 1995, along with grade 4 pupils from a variety of countries. The 2003 survey allows us to identify our current standing and changes over time in the performance of both year 5 and year 9 pupils in England in mathematics and science. It also allows us to examine performance in England against that of countries of particular interest, such as our economic competitors, and the average performance of all the participating countries. In the National Report for England, another yardstick is used against which to judge England’s performance. This is the average performance of a group of developed countries chosen to represent some of our economic competitors, the English speaking world and our European neighbours. This Comparison Group consists of: England, Australia, Hong Kong, Hungary, Japan, New Zealand, Singapore, USA, Belgium (Flemish), Italy, the Netherlands and Scotland. These countries were chosen because they have participated in all or almost all of the TIMSS surveys for grades 4 and 8. Their average performance provides a much more demanding standard than the international average for the survey, which reflects the performance of both developed and developing countries. England’s performance over time. Each TIMSS survey contains items used in previous surveys. These common items allow trends in performance over time to be analysed. Fifteen countries tested grade 4 pupils in both 1995 and 2003. For these countries, analysis of trends in performance over time has been possible. More countries have been involved at grade 8, and for 35 it is possible to look at trends in performance from 1995 and/or 1999 to 2003. England’s performance at the international benchmarks . The international benchmarks in the 2003 study were defined by scale points, 625 for the advanced benchmark, 550 for the high benchmark, 475 for the intermediate and 400 for the low for both grades and subjects. These can be compared with the country level performance already illustrated. The intermediate benchmark, 475, is very close to the international averages for grade 4, but up to 20 points below those for grade 8. Important features of England’s performance against these benchmarks are summarised in the report. As would be expected, performance at the international benchmarks was closely related both to England’s overall performance in the four assessments in 2003 and to the changes in performance over time already reported. Students' attitudes and the teachers and the schools in England. Underlying trends on students' attitudes and the teachers and the schools in England – at both grades 4 and 8 - were obtained from the outcomes of multilevel modelling analysis. The outcomes of these analyses are summarised in the report.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
