TIMSS 2023 Fact Sheet

Long title
Trends in International Mathematics and Science Study
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Frequency of data collection
Every 4 years
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Previous cycles
1995, 1999, 2003, 2007, 2011, 2015, 2019
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Schedule
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Objectives
  • Monitor system-level trends in student achievement in mathematics and science at Grades 4 and 8 in a global context.
  • Inform education policy and monitor the impact of new or revised policies.
  • Identify any underperforming areas and stimulate curricular reform.
  • (With the digital format) Assess areas of the frameworks that are difficult to assess with a paper-and-pencil format.
  • Understand student engagement and approaches with the assessment by gathering process data and provide important information to help improve mathematics and science instruction.
  • Observe the performance of the fourth-grade cohort from the previous cycle at the eighth grade in the next cycle.
  • Gather important information about home and school contexts for teaching and learning in relation to students’ achievement in mathematics and science.
  • 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
  • Enable countries to gain a more holistic understanding of educational outcomes by participating in both TIMSS and IEA’s International Computer and Information Literacy Study (ICILS) at the same time.
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Assessment domain(s)
  • Mathematics
  • Science
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Study framework (summary)

The mathematics and science curriculum (overarching concept)

  • As intended to be taught—intended curriculum
  • As implemented in the classroom—implemented curriculum
  • As learned by students—attained curriculum

 

The mathematics assessment framework

Grade 4

  • Content domains
    • Number
    • Measurement and Geometry
    • Data
  • Cognitive domains
    • Knowing
    • Applying
    • Reasoning

Grade 8 

  • Content domains
    • Number
    • Algebra
    • Geometry and Measurement
    • Data and Probability
  • Cognitive domains
    • Knowing
    • Applying
    • Reasoning

 

The science assessment framework

Grade 4

  • Content domains
    • Life science
    • Physical science
    • Earth science
  • Cognitive domains
    • Knowing
    • Applying
    • Reasoning

Grade 8

  • Content domains
    • Biology
    • Chemistry
    • Physics
    • Earth science
  • Cognitive domains
    • Knowing
    • Applying
    • Reasoning

Grade 4 and 8

Science practices (assessed in the context of the science content domains and by drawing upon the range of thinking processes specified in the cognitive domains).

 

The contextual framework

  • Home contexts
    • Home environment support
    • Early learning experiences
    • The COVID-19 pandemic
    • Parenting practices related to the environment
  • School contexts
    • School characteristics
    • Composition of the student body
    • School Resources
    • School Climate
    • School Discipline, safety, and bullying
    • Principal Preparation and Years of Experience
    • The COVID-19 pandemic
    • School policies and practices related to the environment
  • Classroom contexts
    • Teacher characteristics
    • Mathematics and science instruction
    • Information technology in the classroom
    • Classroom climate
    • Teaching practices and teachers’ attitudes and competence related to the environment
  • Student attributes
    • Student demographics
    • Attitudes toward mathematics and science
    • Information technology and digital devices
    • Students’ environmental attitudes and their environmentally responsible behaviors
  • National contexts
    • Organization of education system
    • Mathematics and science curricula
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More information on study framework
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Participating entities

Numbers

  • Total: 64 countries and 6 benchmarking entities
  • Per grade
    • Grade 4: 59 countries and 6 benchmarking entities
    • Grade 8: 44 countries and 3 benchmarking entities

 

Lists

Countries participating, including some distinct education systems within countries that have always participated separately: Albania, Armenia, Australia, Austria, Azerbaijan, Bahrain, Belgium (Flemish), Belgium (French), Bosnia and Herzegovina, Brazil, Bulgaria, Canada, Chile, Chinese Taipei, Côte d’Ivoire, Cyprus, Czech Republic, Denmark, England, Finland, France, Georgia, Germany, Hong Kong (SAR), Hungary, Iran (Islamic Rep. of), Iraq, Ireland, Israel, Italy, Japan, Jordan, Kazakhstan, Korea (Republic of), Kosovo, Kuwait, Latvia, Lithuania, Macao (SAR), Malaysia, Malta, Montenegro, Morocco, Netherlands, New Zealand, North Macedonia, Norway, Oman, Palestinian National Authority, Poland, Portugal, Qatar, Romania, Saudi Arabia, Serbia, Singapore, Slovak Republic, Slovenia, South Africa, Spain, Sweden, Türkiye, United Arab Emirates, United States, Uzbekistan

Benchmarking participants (i.e., regional jurisdictions): Ontario (Canada), Quebec (Canada), Kurdistan (Region of Iraq), Abu Dhabi (UAE), Dubai (UAE), Sharjah, UAE

 

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Target population and sample (summary)

Target population (students)

All students enrolled in the grades representing 4 and 8 years of formal schooling respectively, counting from the first year of ISCED Level 1.

 

Sample (students)

  • Per country and target grade: at least 150 schools, one or more classes per grade, approximately 4,000 students total
  • Across all countries and both grades, more than 650,000 students (almost 360,000 students in fourth grade and more than 290,000 students in eighth grade)
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Data collection techniques and instruments (summary)

Large-scale assessments of student achievement

  • TIMSS uses a matrix sampling approach that involves packaging the entire assessment pool of mathematics and science items at each grade level into a set of student achievement booklets or test forms (a booklet equivalent in the context of computer-based assessments).
  • TIMSS 2023 completed the transition to a fully digital assessment
    • Available in Grade 4 and Grade 8
      • Mathematics and science, Grade 4: 14 booklets
      • Mathematics and science, Grade 8: 14 booklets
    • Using a group adaptive design
  • paperTIMSS was administered in a small number of countries for whom the fully digital TIMSS may not be logistically feasible
  • For the first time, TIMSS offered a longitudinal option in which the same students that participate in TIMSS 2023 could take the same assessment one year later. This optional extension provided a more granular look at education progress over the course of one year.

 

Background questionnaires

  • Student questionnaire
  • Teacher questionnaire
  • School questionnaire
  • Early Learning Survey (also called the “home questionnaire”), grade 4 only
  • Curriculum questionnaire (completed by National Research Coordinators)

 

Descriptive encyclopedia chapters

Each country and benchmarking participant prepared a chapter describing the structure of the country’s education system, the mathematics and science curricula in the primary and secondary grades, the teacher education requirements, the types of examinations and assessments employed, policies associated with their mathematics and science curricula, school organizational approaches, and instructional practices.

 

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Initiator
IEA
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Study director(s)
TIMSS & PIRLS International Study Center
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Study website(s)
TIMSS 2023 at Boston College, TIMSS 2023 at IEA
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Contact

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

URL: http://timssandpirls.bc.edu/index.html

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Related studies
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Sources
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