Global Perspectives for Local Action Using TIMSS to Improve U.S. Mathematics and Science Education (1999) / Chapter Skim
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2 What Does TIMSS Say About Student Achievement?
2 What Does TIMSS Say About Student Achievement?
Pages 19-29
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From page 19... ...
In each of the three student groups studied by TIMSS, the achievement tests included questions on different topics in mathematics and science, so that particular strengths and weaknesses could be measured. In addition, for populations 1 and 2, TIMSS tested students in adjacent grades, providing a measure of gains achieved between those two grades (third and fourth grades and seventh and eighth grades in the United States)
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However, the TIMSS achievement tests were not aligned with the standards of any one country, such as those of the United States (Beaty, 1997, pp.27-28; National Research Council, 1997, phi. The TIMSS results therefore do not provide a direct measure of whether students are achieving the standards and benchmarks specified by national organizations (National Council of Teachers of Mathematics,1989; American Association for the Advancement of Science, 1993; National Research Council, 1996)
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MATHEMATICS ACHIEVEMENT In mathematics the population 1 assessment asked students 102 questions overall. Each student tested answered just a subset of questions, but by combining student responses it is possible to calculate"student scores" for the entire set of achievement items.
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` 552 Belgium-FlemishA 550 (Australia) 545 Slovak Republic 544 Russian Federation 538 Ireland 538 Sweden 535 United States ~534 (Germany)
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326 International Avg.=516* Population 3 Population 3 Population 3 Population 3 Science Literacy Mathematics Literacy Advanced Mathematics Physics Nations Avg.
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469 Hungary 471 Czech Republic 466 Nations with Average Nations with Average (Lithuania) 461 (United States)
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On the assessment of advanced mathematics which was given to students who had taken or were taking precalculus, calculus, or Advanced Placement calculus in the United Source: John Dossey, 1998, "Some Implications of the TIMSS Results for Mathematics Education," paper commissioned by the Continuing to Learn from TIMSS Committee. States 11 countries outperformed the United States and no countries performed worse.
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fourth graders performed at or above the international mean on the following questions: selecting the largest of 2735,2537,2573, and 2753 selecting the answer to 6000 - 2369 selecting what part of a figure was shaded · finding the solution to a word problem involving decimal subtraction At the same time, fourth graders were below the international mean in solving a number problem for a missing addend and using a ratio to calculate a larger proportional value, which are both considered more advanced skills in the United States. At the grade eight level, U.S.
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For population 1 the United States ranked eleventh in achievement gain between grades three and four out of the 17 countries following all of the sampling procedures (Martin et al., 1997, p.
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- . 1 ' students did particularly poorly with a task earth science life science environmental issues and the nature of saence chemistry physics Again, eighth-grade students in the United States notably lagged in their performance in physics.
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Indeed, TIMSS data for the United States show equal numbers of male and female students taking science in the twelfth grade, although the specific courses taken are not indicated (Mullis et al., 1998, p.90~. CONCLUSION The 1998 draft revision of the mathematics standards issued by the National Council of Teachers of Mathematics reaffirms the NCTM's commitment "to providing the highest-quality mathematics instructional program for all students." Similarly, the National Science Education Standards issued by the National Research Council (1996)
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