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ERIC Number: ED421495
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 39
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Third International Mathematics and Science Study. Performance Assessment: Strengths and Weaknesses of Students in England.
Harris, Susan
England was 1 of more than 40 countries that took part in the Third International Mathematics and Science Study (TIMSS) survey of 13-year-olds. This paper presents background information on the TIMSS and the performance assessment element of the study. It also describes how the written test and the practical task components relate to the National Curriculum orders for mathematics and science in England, and it examines the results for students in England on the performance assessment, with reference to their strengths and weaknesses and examples of students' responses. In England, 450 Year-9 students (equivalent to the international eighth grade) from 50 schools were involved in the performance assessment as part of a world-wide sample of about 15,000 students. In all, 12 different performance tasks were used: 5 focusing on mathematics, 5 focusing on science, and 2 on elements of both. The performance of students in England was above the international means for mathematics, science, and overall performance on the 12 tasks. Of the 19 countries represented in the international TIMSS report, English students ranked seventh on the mathematics tasks, second on the science tasks, and second on overall results. In light of the relatively poor performance of English students on the written mathematics tests of the TIMSS, the performance assessment results offer some comfort by indicating that there are areas of mathematics in which English students are doing well. (Contains 4 tables, 12 figures, and 13 references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Foundation for Educational Research, Slough (England).
Identifiers - Location: United Kingdom (England)
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study