TIMSS

TREND IN MATHEMATICS AND

SCIENCE STUDY
AHLI KUMPULAN :
AINI HAYATI BT PAZIN @ FADZIL
M20101000131
HUSNUL HADI BIN HALIM
M20101000132
ISYAMZAZRIL BIN MOHAMAD
M20091000442
TREND IN INTERNATIONAL
MATHEMATICS AND SCIENCE
STUDY
. … is the largest assessment of international
student achievement in the world.

issponsored by the International Association

for the Evaluation of Educational
Achievement (IEA)

… conducted every 4 years.

Contents – 5 Areas

1. Number
2. Measurement
3. Data
4. Geometry
5. Algebra

TIMSS QUESTIONS (114)

Four broad areas on which
information is collected:

Student
Teacher
School
Curriculum
TREND IN INTERNATIONAL
MATHEMATICS AND SCIENCE
STUDY

Countries Participating in TIMSS 1995 to

2007 (32)
TREND IN INTERNATIONAL
MATHEMATICS AND SCIENCE
STUDY

Mathematics Achievement TIMSS

2007(47)
Factors Associated with Higher
Achievement in Mathematics

1. Language
2. Parents’ education
3. Homes with computer
4. Positive attitudes toward mathematics
5. Attending school
Issue
Adilkah / sesuaikah pencapaian TIMSS
dibuat perbandingan antara negara-negara
yang mengambil bahagian?
Language
MALAYSIA
Bahasa Malaysia is the national language
English has been the language of instruction
for mathematics subject
SINGAPORE
English is the language administration and
the common language spoken by
Singaporeans
Education system is enable to be proficient
in English
Language
NEW ZEALAND
Has 3 official language
School children receive instruction in
English
30% of teaching in Maori
The Mathematics Curriculum
MALAYSIA
Grades 4 – numbers, measurement, shape and
space, statistics
Grades 8 – numbers, shape and space,
relationships
SINGAPORE
A single curriculum framework is use consistently
throughout the different level
Aim to develop students’ mathematical abilities
Use calculator
Primary 4 – 5.5 hours per week
Secondary 2 – 3.0 – 3.5 hours per week
The Mathematics Curriculum
NEW ZEALAND
Grade 4 – Number and algebra,
measurement and geometry, statistics
Grade 8 – number and algebra,
measurement and geometry, statistics
Grade 4 -3.5 to 4 hours instruction per
week.
Grade 8 – 3.5 to 4.5 hours instruction per
week
Teacher
MALAYSIA
The agencies responsible for training teachers
The professional development programs
SINGAPORE
Recruits teachers through the stringent selection
process
Teachers are required to undergo preservice
professional training
Primary level- teacher teach various subject
Secondary level – teacher specialize in teaching
100 hours of professional and personal
development training per year
Teachers
NEW ZEALAND
Spend at least 3 years in teacher training
No specific requirement for time spent in
particular subject areas
The New Zealand Teacher Council
Specialist mathematics
Examination and Assessments
MALAYSIA
Two examination bodies responsible conducting
the national examination in Malaysia
-Malaysian Examination Syndicate
- Malaysian Examination Councils
SINGAPORE
The SingaporeExamination Assessment Board
Summative and formative assessment
School monitor closely the progress each student
Examination and Assessments
NEW ZEALAND
The New Zealand Qualifications
Authority
Different aspects of skills, knowlwedge
and understanding are assesses separately
A variety of assessment tools
4 sources of standardized tests
Monitoring individual student progress
Issues of Authorship, Voice &
Purpose
causal inference from cross-sectional
comparative data is a weak method
for gaining knowledge about which
factors are conducive to educational
achievement, because of the
impossibility to control for the large
number of differences between
countries.
Reporting and Interpreting the
Results
Issues Related to Achievement Tests
Issues Related to Reporting Test Scores
Issues Related to Sampling
Lots of high-quality data, which offer
great opportunities and challenges
 Complex stratified cluster sampling designs.
 Sophisticated measurement with matrix sampling designs
and item response theory (IRT) techniques.
 Hierarchical data (students within classes, classes within
schools, schools within countries).
 Errors of measurement in observed variables.
Missing data.
 Observed variables at low scale levels (nominal and
ordinal variables).
 Cross-sectional data making it difficult to make correct
inferences about causality because of selection bias and
omitted variables (correlation is not causation).
Example

Example 1: Student age and

mathematics achievement
Example 2: Effects of class size on
student achievement
Other reason
impacts on classroom teaching and
learning remain unclear or questionable
harder to manage and more expensive to
finance
Conclusions
We agree that Malaysia will be continue
participating in TIMSS but IEA must not
to rank all the countries and conduct by
the organization that all the participants
are the members.