1. TIMSS 2015
Toby Greany, Iain Barnes, Tarek Mostafa, Nicola Pensiero, Christina Swensson
Test administration and national data analysis and reporting in England were managed by a consortium comprising RM Results, World Class Arena Ltd (WCAL) and University College London (UCL) Institute of Education (IOE).

2. Trends in International Mathematics and Science Study (TIMSS)
Overseen by the International Association for the Evaluation of Education Achievement (IEA)
More curriculum focussed than PISA and includes primary
Every 4 years since 1995
Performance and attitudes of 9-10 (Year 5) and (Year 9) year-olds in maths and science
Teacher and headteacher surveys
Paper based tests in May-June 2015
8800 pupils across 290 schools.

3. Participating Countries and benchmarking entities
Africa
Botswana, South Africa
Asia
Armenia, Taiwan, Georgia, Hong Kong, Indonesia, Japan, Kazakhstan, South Korea, Malaysia, Singapore, Thailand
Australasia
Australia, New Zealand
Europe
Belgium (Flanders), Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, England, Finland, France, Germany, Hungary, Ireland, Lithuania, Malta, Netherlands, Norway, Northern Ireland, Poland, Portugal, Russia, Serbia, Slovakia, Slovenia, Spain, Sweden, Turkey
North Africa and Middle East
Bahrain, Egypt, Iran, Israel, Jordan, Kuwait, Lebanon, Morocco, Oman, Qatar, Saudi Arabia, United Arab Emirates (UAE)
The Americas
Canada, Chile, United States
Benchmarking entities
Abu Dhabi (UAE), Dubai (UAE), Buenos Aires (Argentina), Florida (USA), Ontario (Canada), Quebec (Canada)
57 countries and 7 benchmarking entities participated in 2015

4. Areas analysed in England report
Performance in maths & science - over time and compared to other countries, international benchmarks, content & cognitive domains
Differences by pupil characteristics – includes gender, FSM, EAL and ethnicity (England only where matched to NPD)
Pupil attitudes - towards teaching, subject confidence, liking of subject, valuing of subject (Y9 only)
School factors – school focus on academic success, problems/ shortages with conditions & resources, discipline and bullying
Teachers and teaching - teaching time, computers in class, homework, teacher experience, teaching conditions, job satisfaction and professional development
Home environment - resources at home and additional tuition
Pupil data are collected through academic assessments and attitudinal surveys. Contextual data from the pupils’ headteachers and teachers are also collected through attitudinal surveys. Context differences.
Analysis against:
The five East Asian countries that consistently perform significantly higher than England, as a way of highlighting their high levels of achievement.
• Other English-speaking countries, since these can be seen as having similar socio-economic circumstances and backgrounds to England and so provide helpful benchmarks.
• A selection of European countries, particularly from Scandinavia and Western Europe, since these have similar socio-economic circumstances and backgrounds to England and so provide useful benchmarks.
• Fast-moving and other high-performing countries. These countries (Russia, Kazakhstan, Poland, Slovenia and the Czech Republic) are interesting because they have seen rapid improvements in some or all areas of performance in 2015 or are high performers that do not fit in any of the above groups.

5. Headlines
Pupils in England significantly above the international mean in maths and science in both years 5 and 9 in TIMSS 2015.
Performance in maths in Y5 and Y9 improved significantly over 20 years.
Performance in science relatively consistent over 20 years, but significant drop for year 5s in 2011. 
Comparing 2015 with 2011: increases in maths and science in both years 5 and 9, but not significant in statistical terms.  
England’s performance in 2015 places it in the second highest performing group of countries in maths and science in both years 5 and 9.

6. TIMSS 2015 Year 5 Maths

7. TIMSS 2015 Year 9 Maths

8. TIMSS 2015 Year 5 Science

9. TIMSS 2015 Year 9 Science

10. Source: 20 years of TIMSS - Ina V. S. Mullis Michael O
Source: 20 years of TIMSS - Ina V.S. Mullis Michael O. Martin Tom Loveless, IEA

12. Improvement and comparisons at the international benchmarks (Year 5 maths)

13. Progress in maths from Y5 to Y9 is low

14. Progress in science from Y5 to Y9 is better

15. Most pupils in England find maths and science teaching engaging
Maths Year 9 results

16. Job satisfaction among teachers – Y9 Maths

17. Challenges in teacher recruitment – Y9 Maths

18. Some other headline findings
Year 5 maths - boys performed significantly higher than girls
EAL pupils performed higher than native speakers in y9 maths
Overall weak on Chemistry & Algebra in Y9, Geometric Shapes & Measures in Y5
East Asian countries – weaker on pupil attitudes and high on home tutoring

19. Thank you
National Report available from:
Any questions?