TIMSS 2015 Fact Sheet
- 2013 (February–December): framework and instrument development
- 2014 (March–April): field test
- 2014 (October–December): data collection, Southern Hemisphere
- 2015 (March-June): data collection, Northern Hemisphere
- 2016 (November): release of international reports
- 2017 (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
TIMSS 2015 saw the introduction of TIMSS Numeracy, a less difficult version of TIMSS Mathematics for countries where most children are still developing fundamental mathematics skills.
The numeracy assessment framework
- Content dimension
- Cognitive dimension
The science assessment framework
- Content dimension
- Cognitive dimension
The contextual framework
- National and community contexts
- Home context
- School context
- Classroom context
- Student characteristics and attitudes
Total
57 countries and 7 benchmarking entities
Each grade
- Grade 4: 50 countries and 7 benchmarking entities
- Grade 8: 39 countries and 7 benchmarking entities
Overall
Countries participating, including some distinctive education systems within countries that have always participated separately: Armenia, Australia, Bahrain, Belgium (Flemish), Botswana, Bulgaria, Canada, Chile, Chinese Taipei, Croatia, Cyprus, Czech Republic, Denmark, Egypt, England, Finland, France, Georgia, Germany, Hong Kong SAR, Hungary, Indonesia, Islamic Rep. of Iran, Ireland, Israel, Italy, Japan, Jordan, Kazakhstan, Rep. of Korea, Kuwait, Lebanon, Lithuania, Malaysia, Malta, Morocco, the Netherlands, New Zealand, Northern Ireland, Norway (5), Oman, Poland, Portugal, Qatar, Russian Federation, Saudi Arabia, Serbia, Singapore, Slovak Republic, Slovenia, South Africa, Spain, Sweden, Syrian Arab Republic, Thailand, Turkey, United Arab Emirates, United States
Benchmarking participants (i.e., regional jurisdictions)
Buenos Aires, Argentina; Ontario, Canada; Quebec, Canada; Norway (4); Abu Dhabi, UAE; Dubai, UAE; Florida, USA
Target population (students)
Grades representing 4 and 8 years of formal schooling, respectively, in participating entities.
Sample (students).
- Per country: 150–200 schools, one or two classes per school, approximately 4,500 students total
- 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
- With 14 booklets per grade and matrix sampling design
Background questionnaires
- Student questionnaire
- Home questionnaire (Grade 4)
- Teacher questionnaire
- School questionnaire
- Curriculum questionnaires
Descriptive encyclopedia chapters
- Each country provides a chapter describing its education system, mathematics and science curriculum, teacher education, and instructional practices
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TIMSS & PIRLS International Study Center
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E-mail: timssandpirls@bc.edu