Trends in International Mathematics and Science Study
TIMSS assesses trends in the performance of students in the fields of mathematics and science in up to three different grade levels.
The goal of the study is to inform public institutions about the effectiveness of curricula and instructional methods and to provide knowledge that will lead to an improvement of teaching and learning in the subjects of mathematics and science.
Alongside the survey of students' achievement in these subjects, the students, their teachers and school administrators, were asked about the learning conditions in mathematics and science in order to establish the effect of the home and school environments on their performance in these areas.
As TIMSS is a cyclic study, the achievement of students in these subjects will be assessed every four years. During the main survey, a minimum of 150 schools with a total of 4,500 to 5,000 students will be tested in each participating educational system. Currently, the study delivers trend information on the eighth grade for the years 1995, 1999, 2003, 2007, and 2011 and on the fourth grade from 1995, 2003, 2007, and 2011.
TIMSS 1995 was the largest international study about student achievement that had been performed until then. Students in 41 educational systems in five grade levels (third, fourth, seventh, and eighth, along with the final year of secondary school) were tested in mathematics and science. In addition, comprehensive information on teaching and learning methods in these subjects was gathered using surveys, video recordings and analysis of teaching materials. A total of more than half a million students were tested and surveyed, and information was collected from thousands of teachers and school directors.
TIMSS 1999 assessed the achievement of eighth-grade students in 38 educational systems in mathematics and science. Students, teachers, and school principals provided detailed information about their home environments, curricula, and instructional processes in mathematics and science, as well as about the special conditions and organizational policies of their schools. 26 of the countries participating in TIMSS 1999 had already taken part in 1995 and were therefore able to establish educational trends. In addition, a benchmark study was performed in the USA as part of TIMSS 1999. Thirteen US states and 14 school districts took part in the survey and could thus compare their results against those achieved internationally.
The third TIMSS cycle tested the achievement of fourth- and eighth-grade students in a total of 49 educational systems in mathematics and science. 48 countries tested the eighth grade, and 26 tested the fourth grade. Furthermore, in TIMSS 2003, an international benchmarking programme was initiated, in which four regions or provinces from three countries took part: the Basque country in Spain, the Canadian provinces of Ontario and Quebec, and the US state of Indiana. As they had done in TIMSS 1999, students, teachers, and school management provided detailed information in TIMSS 2003 about home environment, curricula, and their instructional processes in mathematics and science, as well as about the special conditions and organizational policies of their schools.
Thirty-seven of the TIMSS 2003 countries were able to measure trends. Thirty-four countries took part in TIMSS for the eighth grade in both 1999 and 2003. Twenty-three of these countries had already taken part in TIMSS for the eighth grade in 1995. For the fourth grade, 16 countries took part in TIMSS in both 1995 and 2003.
TIMSS 2007 was the fourth cycle of the TIMSS study. TIMSS 2007 assessed achievement in more than 60 participating countries around the world and collected information about the educational contexts for learning mathematics and science. In TIMSS 2007, 37 countries and seven benchmarking participants took part at the fourth grade and 50 countries and seven benchmarking participants at the eighth grade. Trend data are provided at the fourth and eighth grades for those countries that also participated in 1995, 1999 and 2003.
The International Database and corresponding documentation was published in the beginning of 2009.
As the IEA PIRLS and TIMSS international assessments were both conducted in the same year, this cycle provides a unique opportunity for international assessment at the fourth grade. Countries participating in both PIRLS and TIMSS at the fourth grade will be able to take advantage of a comprehensive assessment of reading mathematics, and science, with a rich array of contextual background information. An international report on the interrelation of the performance of the subjects mentioned, the so-called 'Relationships Report', will be published in October 2013.
For more information, please see here.
TIMSS 2011 is the fifth cycle of the TIMSS study measuring the achievement of fourth- and eighth-grade students in mathematics and science.
TIMSS 2011 was initiated with the first meeting of the National Research Coordinators in February 2009. Instrument development and field test activities were carried out between February 2009 and May 2010. Data collection for the main survey took place in October to December 2010 (Southern Hemisphere) and April to May 2011 (Northern Hemisphere). The International Reports for the fourth and eighth grade were released in December 2012. The International Database and its User Guide are available since March 2013.
The sixth TIMSS will be conducted in 2015. The data produced by this cycle will allow analyses along a 20-year trend line. For the first time there will be a parent questionnaire for TIMSS, which will collect data from the family environment of each tested student. TIMSS 2015 has already been initiated by a first meeting of the National Research Coordinators. For countries in which pupils are still developing their basic mathematical skills and therefore cannot yet fulfil the requirements of the mathematical section of the TIMSS test, the IEA offers TIMSS Numeracy for the fourth, fifth and sixth grades. TIMSS Numeracy is less complicated than TIMSS, yet still builds on the same definition of mathematical skills.
Instrument development and field test activities are being carried out between February 2013 and April 2014. Data collection for the main survey is scheduled to take place in October to December 2014 (Southern Hemisphere) and March to June 2015 (Northern Hemisphere). The International Reports for the fourth and eighth grade will be released in December 2016. The International Database and its User Guide will be published in February 2017.
The IEA DPC is commissioned to perform the following tasks for TIMSS:
All previously published international databases and information on the international results can be found in the IEA Study Data Repository or downloaded for free from the website of the International Study Center at Boston College.
TIMSS is a study of the International Association for the Evaluation of Educational Achievement. It is carried out by the TIMSS and PIRLS International Study Center at the Lynch School of Education at Boston College (Boston, Massachusetts, USA).
As well as the DPC the following centres play an important role for TIMSS 2015 and form an international consortium that is nearly identical in its composition to the one that coordinates the PIRLS study:
In each participating educational system, National Research Coordinators are responsible for administering the study.