Torgeir Onstad: The Significance of TIMSS and TIMSS Advanced (Mathematics Education in Norway, Slovenia and Sweden)

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Presentation transcript:

Torgeir Onstad: The Significance of TIMSS and TIMSS Advanced (Mathematics Education in Norway, Slovenia and Sweden)

Book about three countries (2013) Many similarities Wide participation in TIMSS and TIMSS Adv. Different results and trends Different analyses Different policy issues Similar benefits from participation (Concentration on mathematics, but much the same could be said about science)

Norway Negative trends  political shock Broad political consensus on educational reform  new curriculum K  19 «Knowledge Promotion» Positive trends  relief, optimism Anxious expectations for TIMSS Advanced 2008 and TIMSS 2011

Norway Positive trends confirmed in grades 4 and 8 «Progress, but still far to go» Negative trends in TIMSS Advanced Will TIMSS continue and TIMSS Advanced change in 2015?

Other analyses Content domains Benchmark levels (Background variables: gender, homework, teaching methods, OTL, calculator use, …)

Policy principle Each student has a right to receive education in forms which suit his/her knowledge, skills, interests and future aspirations A strong principle of equity and differentiation TIMSS shows that Norway has not been very successful with the implementation of this principle  neither for the weak nor for the talented students

Formal (abstract, pure) mathematics Serious problems in Norway: Grade 4: Number Grade 8: Algebra Advanced: Algebra, calculus Science: Physics Physics: Mathematical problems TEDS-M: Algebra, logical reasoning «Everyday mathematics» is not enough!

Trends in three countries Norway, Slovenia, Sweden Grade 4 Grade 8 Advanced mathematics (Much the same in science)

Sweden Decentralised educational system Validity of test items Test motivation

Slovenia TIMSS as an external evaluation of education and school reforms Teachers’ involvement Exceptionally big population in Advanced mathematics

Short summary TIMSS and TIMSS Advanced offer a broad range of possibilities to measure important aspects of education (But not all aspects!) Taking part at all levels gives a holistic view of the situation Next opportunity is 2015!! THANK YOU!