TIMSS 2011 Fact Sheet
- 2009 (February – December): framework and instrument development
- 2010 (March – April): field test
- 2010 (October – December): data collection, Southern Hemisphere
- 2011 (March – June): data collection, Northern Hemisphere
- 2012 (December): release of international reports
- 2013 (January): release of international database
- Monitor system-level trends in student achievement in mathematics and science at Grades 4 and 8 in a global context
- Gather and provide information and data for improving learning and teaching in mathematics and science
- Gain a better understanding of education and educational systems and enable countries to make informed decisions for improving their education policies
- Compare education systems worldwide in terms of their organization, curricula, instructional resources, and practices related to their students’ achievement, thus allowing them to learn from the experiences of others in designing effective education policy.
- Mathematics
- Science
The curriculum in mathematics and science (overarching concept)
- As intended to be taught – intended curriculum
- As implemented in the classroom – implemented curriculum
- As learned by students – achieved curriculum
The mathematics assessment framework
- Content dimension
- Cognitive dimension
The science assessment framework
- Content dimension
- Cognitive dimension
The contextual framework
- National and community contexts
- School context
- Classroom context
- Student characteristics and attitudes
Each grade
- Grade 4: 52 countries and 7 benchmarking entities
- Grade 8: 45 countries and 14 benchmarking entities
Overall
Countries participating, including some distinctive education systems within countries that have always participated separately (63):
Armenia, Australia, Austria, Azerbaijan, Bahrain, Belgium (Flemish), Botswana, Chile, Chinese Taipei, Croatia, Czech Republic, Denmark, England, Finland, Georgia, Germany, Ghana, Honduras, Hong Kong SAR, Hungary, Indonesia, Islamic Rep. of Iran, Ireland, Israel, Italy, Japan, Jordan, Kazakhstan, Rep. of Korea, Kuwait, Lebanon, Lithuania, Macedonia, Malaysia, Malta, Morocco, the Netherlands, New Zealand, Northern Ireland, Norway, Oman, Palestinian National Authority, Poland, Portugal, Qatar, Romania, Russian Federation, Saudi Arabia, Serbia, Singapore, Slovak Republic, Slovenia, South Africa, Spain, Sweden, Syrian Arab Republic, Thailand, Tunisia, Turkey, Ukraine, United Arab Emirates, United States, Yemen
Benchmarking participants (i.e., regional jurisdictions; 14):
Abu Dhabi, UAE; Alabama, USA; Alberta, Canada; California, USA; Colorado, USA ; Connecticut, USA; Dubai, UAE; Florida, USA; Indiana, USA; Massachusetts, USA; Minnesota, USA; North Carolina, USA; Ontario, Canada; Quebec, Canada
Target population (students)
Grades representing 4 and 8 years of formal schooling, respectively, in participating entities
Sample (students)
- Per country: 150-200 schools, 1 or 2 classes per school, approx. 4,500 students
- Across all countries, approximately 300,000 students per grade.
Large-scale assessments of student achievement
- Mathematics and science, Grade 4
- Mathematics and science, Grade 8
- 14 booklets each grade, matrix sampling design
Background questionnaires
- Student questionnaire
- Teacher questionnaire
- School questionnaire
- Home questionnaire (in countries that administered both TIMSS and PIRLS to the same sample of students in Grade 4)
- Curriculum questionnaires
Descriptive encyclopedia chapters
- Each country provides a chapter describing its education system, mathematics and science curriculum, teacher education, and instructional practices
IEA
Keizersgracht 311
1016 EE Amsterdam
The Netherlands
Tel.: +31 20 625 3625
Fax: +31 20 420 7136
E-mail: secretariat@iea.nl
URL: http://www.iea.nl
TIMSS & PIRLS International Study Center
Boston College
140 Commonwealth Ave.
Chestnut Hill, MA 02467
USA
Tel: +1-617-552-1600
Fax: +1-617-552-1203
E-mail: timssandpirls@bc.edu