TIMSS (Trends in International Mathematics and Science Study) 2006/07

TIMSS 2006/07: The Classroom Context for Year 5 St…
01 Aug 2010
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TIMSS 2006/07: The Classroom Context for Year 5 St…
01 Aug 2010
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TIMSS 2006-07: The School Context for Year 5 Stude…
01 Aug 2010
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TIMSS 2006-07: The School Context for Year 5 Stude…
01 Aug 2010
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TIMSS 2006/07: Trends in Year 5 science achievemen…
01 Dec 2008
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TIMSS 2006/07: Trends in Year 5 science achievemen…
01 Dec 2008
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TIMSS 2006/07: Trends in Year 5 mathematics achiev…
01 Dec 2008
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TIMSS 2006/07: Trends in Year 5 mathematics achiev…
01 Dec 2008
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TIMSS 2006/07: Key findings: Trends in Year 5 achi…
01 Dec 2008
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TIMSS 2006/07: Key findings: Trends in Year 5 achi…
01 Dec 2008
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The Trends in International Mathematics and Science Study (TIMSS) measures trends in mathematics and science achievement at the fourth and eighth grades (Years 5 and 9) as well as monitoring curricular implementation and identifying the most effective instructional practices from around the world. This is the fourth cycle and, New Zealand is one of nearly 60 countries to take part. New Zealand participated in TIMSS 2006/07 at the Year 5 level only.

Purpose

TIMSS is organised  around two aspects: content or subject matter within mathematics and science;  and the cognitive or thinking processes involved when answering questions.

The mathematics content dimensions are:

  • number, geometric shapes and measures and data display at middle primary level
  • number, algebra, geometry (including measurement) and data and chance at the lower secondary level.

The science content  dimensions are:

  • life science, physical science (aspects of  chemistry and physics) and Earth science at the middle primary level
  • biology, chemistry, physics, and Earth science  at the lower secondary level.

Three cognitive areas were  assessed in both mathematics and science and were defined under three broad  descriptions, with each encompassing skills and behaviours specific to  mathematics or science areas: knowing, applying, and reasoning.

 

Methodology

Each student answered  sets of mathematics and science questions in a booklet. There were 14 different  booklets at each education level. The different booklets meant that more  subject-matter could be covered without making the test longer for an  individual student. Some questions were closed (i.e., students selected an  answer from those provided) and some questions were open (short answers or  extended answers with explanations).

Page last modified: 15 Mar 2018