1 / 55

International Comparisons of Mathematics Achievement

A growing concern:. Dates approximate different years for data collection around the world, publications etcFIMSS 1967 IEA SIMS 1980 (but maths from an ACER study) IEATIMSS 1994 (third") IEA (Years 4, 8

soo
Download Presentation

International Comparisons of Mathematics Achievement

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

    1. International Comparisons of Mathematics Achievement Kaye Stacey

    2. A growing concern: Dates approximate – different years for data collection around the world, publications etc FIMSS 1967 IEA SIMS 1980 (but maths from an ACER study) IEA TIMSS 1994 (“third”) IEA (Years 4, 8 & 12) TIMSS-R 1999 (“repeat”) TIMSS video study ( 100 lessons in each of 8 countries) PISA 2000 (R – m –s) OECD (15 year olds) TIMSS 2002 (“trends”) (Years 4 & 8) PISA 2003 (r – M – s) also problem solving TIMSS 2006 (4 yearly cycle being established) PISA 2006 (r-m-S) (3 yearly cycle being established)

    3. Why two series of studies? IEA all countries on an equal footing, with positive and negative consequences (e.g. translation) Curriculum based study Population defined by school level and class, which makes teaching surveys better PISA Directed to needs of OECD countries (+ others) Population defined as 15 year olds Looking at outcome of schooling - “math literacy”

    4. PISA assesses Mathematical Literacy Mathematics literacy is the capacity to identify, understand and engage in mathematics, and to make well-founded judgments about the role that mathematics plays in an individual's current and future private life, occupational life, social life with peers and relatives, and life as a constructive, concerned and reflective citizen. (OECD – PISA) A key feature is being able to bring mathematical skills to bear in situations which are not presented in mathematical terms. OECD-PISA divides into 3 classes, from reproduction to generalisation, formulation and analysis.

More Related