Trends in International Mathematics and Science Study (TIMSS)

International Studies Leading to TIMSS

FIMS, the First International Mathematics Study, was conducted in the 1960s and involved 13-year-olds and students in their last year of secondary school from 10 countries. The First International Science Study (FISS) was conducted between 1966 [Page 897]and 1973 and involved 10-year-olds from 16 countries as well as 14-year-olds and students in their last year of secondary school from 18 countries. These first studies identified the predictive quality of the construct “opportunity to learn” (how mathematics or science are actually taught vs. the intention of printed curricula) and provided evidence of differences in achievement. Based on the success of the first studies, IEA launched the second mathematics and science studies, known by acronyms SIMS and SISS. SIMS was conducted in 1980–1981, addressing the same age groups as FIMS across 20 countries, and SISS focused on the same age groups as FISS across 24 countries during 1983–1984. The second round of studies included a classroom environment study to gain information related to teaching behaviors and the effects of schools.

TIMSS Methodology

The first TIMSS focused on three populations of students based on age: Population 1 consisting of students 9 years of age and in the equivalent of Grades 3 and 4 in the United States; population 2 consisting of students 13 years of age and in the equivalent of Grades 7 and 8; and population 3 consisting of those in the final year of study in secondary education. Performance of students in populations 1 and 2 seems to draw the most attention. Weak performances by U.S. students in population 3 have been attributed to a lack of motivation of these older students to participate seriously in the testing. Random sampling techniques ensure that all students of a nation are eligible to participate in testing, thereby avoiding problems inherent to past international comparisons in which sampling for some nations included only those children privileged to attend school. Where sampling protocols are compromised, data reports clearly make note of concerns. Test content is based on curriculum studies that identify topics common across international systems. Data from TIMSS not only provide a reference regarding student achievement, but also allow for comparison of curriculum and expectations, classroom instruction, teacher work environment, and student motivation and attitudes.

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