TIMSS in Context: Asessment, Monitoring, and Moving Targets

Large‐scale mathematics assessment: looking globally to act locally

“…While I believe that the use of two-digit codes is a way forward in providing formative information within the large-scale assessment environment, the format for presenting the information gleaned from this reanalysis is based firmly in text, and I believe, is not as accessible as other possible formats, particularly for teachers. However, as (Wagemaker, 2002) suggests 'the release of the TIMSS results had a considerable impact in most countries ' (p. 8), at least at the curriculum development and policy level.…”

Diagnostic assessment in TIMSS-R: Between-countries and within-country comparisons of eighth graders' mathematics performance1.

“…Yet, this does not imply a recommendation to adopt Japanese math textbooks, as was done with Singapore's math textbooks, which were adopted by other countries including the U.S. and Israel (Ramakrishnan, 2000). Rather, it is recommended that Japan's attribute mastery profile stimulate educators in the U.S. and Israel to reflect on their own intended mathematics curriculum and the way it is being taught in order to find out what needs to be changed and how to get to what is educationally possible, as exemplified by the Japanese students (Cogan & Schmidt, 2002;Wagemaker, 2002). In this regard, identifying and mapping clusters of hierarchically related latent knowledge states at the country level can be useful; such maps (as demonstrated in this article) can help tracing developmental paths towards mastery which are valuable for evaluating both the intended and the implemented curricula and can aid in designing remedial instruction.…”

“…Moreover, from an economical standpoint it is universally recognized that a country whose students excel in mathematics is more likely to establish its competitive advantage in an increasingly global economy. Education systems in many countries are therefore concerned about their students' performance in international tests and are seeking ways to improve their mathematics instruction (Wagemaker, 2002).…”

“…International studies of mathematics achievement such as the Third International Mathematics and Science Study (TIMSS-R) and its predecessors, FIMS, SIMS, and TIMSS, have reported internationally comparable achievement profiles for over four decades (Wagemaker, 2002). Information regarding the attained curricula from an international perspective provides a "calibrated yardstick" which, if carefully and thoughtfully used, could support a country's education system in its effort to prepare an internationally competitive workforce.…”