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HOW DID WE DO IN MATHS AND SCIENCE?

TIMSS 2007. HOW DID WE DO IN MATHS AND SCIENCE?. Linda Sturman and Graham Ruddock NFER TIMSS Schools Conference, 22 May 2009. WHAT IS TIMSS?. World-wide survey, every four years Trends in maths and science achievement 9-10 and 13-14 year olds (grades 4 and 8)

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HOW DID WE DO IN MATHS AND SCIENCE?

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  1. TIMSS 2007 HOW DID WE DO IN MATHS AND SCIENCE? Linda Sturman and Graham Ruddock NFER TIMSS Schools Conference, 22 May 2009

  2. WHAT IS TIMSS? • World-wide survey, every four years • Trends in maths and science achievement • 9-10 and 13-14 year olds (grades 4 and 8) • In the UK, England and Scotland take part (Y5/Y9 and P5/S2) • Aims: inform educational policy; improve teaching and learning in maths and science • www.nfer.ac.uk/timss

  3. TIMSS 2007 • Each pupil took one test • Two sections: maths and science (36 mins or 45 mins each) • Pupil questionnaire • Administered by NFER • School and teacher questionnaires • Participation targets

  4. WHAT CAN TIMSS TELL US? • How well we do in maths and science • How well we do in the content and cognitive domains • How we compare with other countries • How performance has changed over time • How we perform at each ‘benchmark’ • Which contextual factors are associated with achievement

  5. TIMSS 2007 ASSESSMENT FRAMEWORK More on this later

  6. TIMSS 2007 RESULTS Grade 4 Science (Y5) 37 Countries

  7. TIMSS 2007 RESULTS Grade 8 Science (Y9) 50 Countries

  8. TIMSS 2007 RESULTS Have we improved in science?

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

  10. TIMSS 2007 RESULTS Grade 8 Maths (Y9) 50 Countries LARGE GAP

  11. TIMSS 2007 RESULTS Have we improved in maths?

  12. TIMSS 2007 RESULTS Have other countries improved?

  13. TIMSS Trends: 2003 - 2007

  14. TIMSS 2007 RESULTS Other aspects of performance

  15. TIMSS 2007 RESULTS International Benchmarks Increased since 1995

  16. TIMSS 2007 RESULTS Content domains - science * indicates that the score difference is significant  indicates that the score is significantly above the TIMSS scale average More on this later

  17. TIMSS 2007 RESULTS Cognitive domains - science * indicates that the score difference is significant  indicates that the score is significantly above the TIMSS scale average More on this later

  18. TIMSS 2007 RESULTS Content domains - maths * indicates that the score difference is significant  indicates that the score is significantly above the TIMSS scale average More on this later

  19. TIMSS 2007 RESULTS Cognitive domains - maths * indicates that the score difference is significant  indicates that the score is significantly above the TIMSS scale average More on this later

  20. TIMSS 2007 RESULTS Gender • No overall gender differences at either grade in either subject • Only 7 of 26 countries with results at both grades had no gender differences • Minimal (ns?) differences in key stage tests and GCSEs • Differences in PISA 2006 (boys overall and explaining phenomena scientifically) • Some TIMSS domain differences

  21. Gender – domain differences

  22. Gender – domain differences

  23. TIMSS 2007: ATTITUDES • Generally, half to two-thirds of pupils have high enjoyment and confidence in maths and science • One exception: only 40% enjoyed G8 maths • Boys more confident than girls (both subjects, both grades), despite no overall differences in attainment • Increase in high confidence in maths • Drop in highly positive attitude, both subjects, both grades

  24. TIMSS 2007: ATTITUDES No comparable attitude index in 2003

  25. TIMSS 2007: ATTITUDES • Profile of high performance but relatively low enjoyment common in other high scoring countries • Do attitudes matter? • Confidence in maths related to attainment in both subjects, both grades • Confidence and enjoyment in science related to attainment in science

  26. TIMSS 2007 VALUING LEARNING IN ENGLAND • Grade 8 pupils value their learning, despite relative lack of enjoyment • 74% highly value maths, 52% science • Both increased since 2003 • Science +7 percentage points • Maths +10 percentage points • Does valuing learning matter? • Some relationship with attainment • Though not a significant factor in national analysis

  27. TIMSS 2007 VALUING LEARNING IN ENGLAND

  28. TIMSS 2007: TESTING G8 TEACHERS GIVING TESTS • Pupils in England tested less frequently than pupils in other participating countries (teacher report) • No change in frequency over time • Tests and quizzes

  29. TIMSS 2007: THE PUPILS HOMEWORK IN ENGLAND • Pupils report less homework than pupils in other countries • Teachers report less emphasis on homework than teachers in other countries • Both grades and both subjects • G8 - decrease in high emphasis on homework for science teachers (18% high emphasis, -11 points from 2003) • No changes for grade 8 maths or at grade 4 • No clear international relationship between amount/ frequency of homework and attainment

  30. TIMSS 2007 • International survey, tells us about nations not schools • How could it help improve teaching and learning in your school or classroom? Linda Sturman, Graham Ruddock Department for Research in Assessment and Measurement, NFER The National Foundation for Educational Research, The Mere, Upton Park, Slough, SL1 2DQ, UK phone: +44 (0)1753 574123 fax: +44 (0)1753 691632 www.nfer.ac.uk/timss Linda Sturman: +44 (0)1753 637144 l.sturman@nfer.ac.uk Graham Ruddock: +44 (0)1753 637140 g.ruddock@nfer.ac.uk

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