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A view of mathematics in England: selected findings from PISA and TIMSS

Explore the key findings from the PISA and TIMSS assessments in England, comparing math proficiency with other countries, analyzing gender differences, and evaluating educational outcomes. Gain valuable insights into math education policies and practices to enhance student learning.

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A view of mathematics in England: selected findings from PISA and TIMSS

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  1. A view of mathematics in England: selected findings from PISA and TIMSS Jenny Bradshaw NCETM National CPD Conference 23rd March 2011

  2. What is PISA and who organises it? PISA Programme for International Student Assessment • The world's biggest international education survey, involving schools and students in 65 countries. • An assessment of the knowledge and skills of 15- year-olds as they approach the end of compulsory education. OECD Organisation for Economic Co-operation and Development • Aims to promote policies that will improve the economic and social well-being of people around the world • Provides a forum for governments to work together to share experiences and seek solutions to common problems • 34 member countries and 70+ partners

  3. The PISA Cycle

  4. What does PISA produce? • A comprehensive assessment of the yield of education systems • including and beyond the curriculum • Comparable outcome measures • that can guide policy decisions and resource allocations • Insights into the mix of factors which contribute to the development of knowledge and skills • and how these factors operate similarly or differently across countries

  5. What is involved in PISA? • 65 countries in 2009 (up from 57 in 2006) • 15-year-olds (Year 11) • Tests of reading, science and mathematics • Pupil and School Questionnaires • PISA 2009: 165 schools out of a possible 190 took part in England (including independent and academies) • Approx 4,000 pupils tested in England

  6. PISA 2009 : Mathematics • OECD average 496 (498) • England’s score 493 (495) • Total number of countries 65 (57) • Number of countries higher 27 (23) • Significantly higher 20 (18) 2006 figures in brackets

  7. Mathematics: countries significantly higher than England Shanghai-China 600 (~~~) Netherlands 526 (531) Singapore 562 (~~~) Macao-China 525 (525) Hong Kong-China 555 (547) New Zealand 519 (522) Korea 546 (547) Belgium 515 (520) Chinese Taipei 543 (549) Australia 514 (520) Finland 541 (548) Germany 513 (504) Liechtenstein 536 (525) Estonia 512 (515) Switzerland 534 (530) Iceland 507 (506) Japan 529 (523) Denmark 503 (513) Canada 527 (527) Slovenia 501 (504) Italics = non-OECD country 2006 figures in brackets

  8. Mathematics – countries similar to England Norway 498 (490) France 497 (496) Slovak Republic 497 (492) Austria 496 (505) Poland 495 (495) Sweden 494 (502) England 493 (495) Czech Republic 493 (510) Hungary 490 (491) Luxembourg 489 (490) United States 487 (474) Ireland 487 (501) Portugal 487 (466) Italics = non-OECD country 2006 figures in brackets

  9. Mathematics: OECD countries lower than England 25 non-OECD countries also lower Lowest scoring country: Kyrgyzstan, 331 Spain 483 (480) Italy 483 (462) Greece 466 (459) Turkey 445 (424) Chile 421 (411) Mexico 410 (406) Italics = non-OECD country 2006 figures in brackets

  10. Comparisons within the UK – mean scores forReading, Maths & Science • England, Scotland and Northern Ireland not significantly different from one another across all three subjects • Wales significantly lower than the other UK countries across all three subjects

  11. Maths : other results Boys scored higher than girls boys 503 girls 483 Spread of attainment less than the average fewer at lowest levels, but also fewer at highest 80% achieved PISA level 2 or above OECD average 78%

  12. Level 2 ... a baseline level of mathematics proficiency .. at which students begin to demonstrate the kind of … skills that enable them to actively use mathematics, which are considered fundamental for future development and use of mathematics OECD 2007

  13. TIMSS 2007

  14. TIMSS: Trends in International Mathematics and Science Survey • 4-yearly international survey, maths and science • Organised by the International Association for the Evaluation of Educational Achievement (IEA) • UK participation (2007): England and Scotland • 9-10 and13-14 year olds (G4/G8: Y5/Y9) • Aims: inform educational policy; improve teaching and learning in maths and science • UK participation (2011): England and Northern Ireland

  15. TIMSS 2007 RESULTS Grade 4 Maths (Y5) 37 Countries

  16. TIMSS 2007 RESULTS Grade 8 Maths (Y9) 50 Countries

  17. TIMSS 2007 EXAMPLES OF QUESTIONS GRADE 4

  18. TIMSS 2007 M04_01

  19. TIMSS 2007 M02-04

  20. TIMSS 2007 M01-02

  21. TIMSS 2007 M04-09A

  22. TIMSS 2007 EXAMPLES OF QUESTIONS GRADE 8

  23. TIMSS 2007 M02-01

  24. TIMSS 2007 M07-02

  25. TIMSS 2007 M02-14

  26. PISA 2003 EXAMPLES OF QUESTIONS

  27. Hong Kong 47%

  28. Hong Kong 27%

  29. Hong Kong 75%

  30. Hong Kong 72%

  31. Hong Kong 68%

  32. TIMSS and PISA Assessment Frameworks

  33. TIMSS 2007 ASSESSMENT FRAMEWORK

  34. TIMSS 2007 ASSESSMENT FRAMEWORK – MATHS G4

  35. TIMSS 2007 ASSESSMENT FRAMEWORK – MATHS G8

  36. TIMSS 2007 ASSESSMENT FRAMEWORK – Maths cognitive domains, both grades

  37. PISA 2003 Assessment framework: definition • Mathematical Literacy is an individual's capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to engage in mathematics, in ways that meet the needs of that individual's life as a constructive, concerned, and reflective citizen.

  38. PISA 2003 Framework : 4 ‘Overarching Ideas’ • Quantity • Space and shape • Change and relationships • Uncertainty Even distribution across the four ideas

  39. PISA 2003 Framework: Competency clusters Distribution 1:2:1

  40. PISA 2012 • Main focus - Mathematics • Questions have been devised • Field Trials March 2011 • Main Study Nov 2012 • International report Dec 2013 (OECD) • National reports Dec 2013 Scottish Government: Scotland NFER: England, Wales, Northern Ireland

  41. Contacts Jenny Bradshaw Head of Centre for International Comparisons National Foundation for Educational Research j.bradshaw@nfer.ac.uk PISA websites http://www.nfer.ac.uk/pisa http://www.pisa.oecd.org TIMSS websites http://www.nfer.ac.uk/pisa http://timss.bc.edu/

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