عمليات تقويم الـIeaتقويم إصلاح وتحسين السياسة التعليمية

IEA’ Assessments: Assessment for Policy Reform and Improvement

Dr Hans Wagemaker INTERNATIONAL ASSOCIATION FOR THE EVALUATION OF EDUCATIONAL ACHIEVEMENT

Impetus for ILSA •  Growing demand for data/evidence based policy development.

•  Growing concerns related to quality of outcomes, equity, efficiency-‐ move away from focus on inputs.

•  GlobalizaSon and changing economic base from industrialized to knowledge based economies.

The Demand for evidence

•  “At all level in an educaSonal system, from the teacher in the classroom, through the administrator to the policymaker, decision have conSnually to be made, most of the Sme on the basis of very liVle factual informaSon’ (Postlethwaite, 1974).

Why InternaSonal Comparisons

•  “If custom and law define what is educaSonally allowable within a naSon, the educaSonal systems beyond one’s naSonal boundaries suggest what is educaSonally possible”(Foshay 1962:p. 2).

The Growth of ILSA

•  Decades since the mid 80’s growth in Providers

•  IEA:TIMSS, PIRLS, pre-‐PIRLS, ICCS, TED’s-‐M •  OECD PISA, TALIS, PIACC •  UNESCO: LLECE, SACMEQ •  CONFENMEN: PASEC •  Increased diversity – economic, cultural, linguisSc

CumulaSve growth in unique IEA parScipants over the decades (beginning of each decade)

23 30

53

72

100 4

17

32

0

20

40

60

80

100

120

140

1970 1980 1990 2000 2011

Benchmarking ParScipants

Regular ParScipants

Design

•  Grade Based RepresentaSve Probability Sample

•  Key TransiSon Points (viz. PIRLS) •  Curriculum Model-‐ intended, implemented, achieved curriculum Knowledge, Aitudes, Skills, DisposiSons-‐ POLICY FOCUS

•  Comprehensive background data, Country, School, Teacher, Student, Parent

•  Trend Design.

Understanding ILSA

Analysis beyond the mean and InternaSonal Rankings. Intended to provide insights into factors contribuSng to our understanding of outcomes. Needs to be integrated with contextual informaSon. Needs to be understood as both process and product.

ReporSng Strategy

•  Achievement Outcomes-‐ overall, sub-‐domains, achievement benchmarks, relaSonship with background scales

•  Encyclopedia •  ThemaSc Reports •  Technical Reports •  InternaSonal Databases •  Released Materials

Assessment for Policy Reform and Improvement

INTERNATIONAL STUDENT ACHIEVEMENT IN MATHEMATICS CHAPTER 1 41

Percentiles of Performance

95% Con!dence Interval for Average (±2SE)

5th 25th 75th 95th

Exhibit 1.1: Distribution of Mathematics Achievement (Continued)

CountryAverage

Scale ScoreMathematics Achievement Distribution

Sixth Grade Participants

Botswana 419 (3.7) i! Honduras 396 (5.5) i" Yemen 348 (5.7) i

Benchmarking Participants

1 2 North Carolina, US 554 (4.2) h

1 3 Florida, US 545 (2.9) hQuebec, Canada 533 (2.4) hOntario, Canada 518 (3.1) h

2 Alberta, Canada 507 (2.5) hDubai, UAE 468 (1.6) iAbu Dhabi, UAE 417 (4.6) i

h Country average significantly higher than the centerpoint of the TIMSS 4th grade scale

i Country average significantly lower than the centerpoint of the TIMSS 4th grade scale

100 200 300 400 500 600 700 800

Exhibit 1.1: Distribution of Mathematics Achievement (Continued)

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TIMSS 2011 Grade 4

Grade 4 MathemaScs Advanced and Low InternaSonal Benchmark

•  Advanced 625: Students can apply their understanding in a variety of relaSvely complex situaSons and explain reasoning …Can solve mulS step problems involving whole numbers and proporSons … increased understanding of fracSons and decimals

•  Low 400: Some basic mathemaScal knowledge-‐ can add and subtract whole numbers read and complete simple graphs

Percentage of G4 mathemaScs populaSon

reaching internaSonal benchmarks-‐TIMSS 2011

43 39

4 1

78 80

23 9

94 97

58

33

99 100

85

64

1 0 15

26

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Singapore Korea New Zealand Iran

Below Low

Low

Intermediate

High

Advanced

TIMSS 2011 INTERNATIONAL RESULTS IN MATHEMATICS142 CHAPTER 3

Exhibit 3.1: Achievement in Mathematics Content Domains

Country

Overall Mathematics Average Scale

Score

Number Geometric Shapes and Measures Data Display

Average Scale Score

Difference from Overall

Mathematics Score

Average Scale Score


Mathematics Score

Average Scale Score


Mathematics Score

2 Singapore 606 (3.2) 619 (3.4) 13 (0.8) h 589 (3.6) –17 (1.5) i 588 (3.4) –18 (1.7) iKorea, Rep. of 605 (1.9) 606 (2.0) 1 (1.6) 607 (1.7) 2 (1.4) 603 (1.9) –2 (2.0)

2 Hong Kong SAR 602 (3.4) 604 (3.3) 3 (1.0) h 605 (3.4) 3 (0.9) h 593 (3.6) –8 (2.1) iChinese Taipei 591 (2.0) 599 (2.0) 8 (1.2) h 573 (2.1) –19 (1.3) i 600 (2.6) 9 (1.6) hJapan 585 (1.7) 584 (1.6) –1 (0.9) 589 (2.0) 4 (1.1) h 590 (2.9) 4 (2.9)

† Northern Ireland 562 (2.9) 566 (2.9) 4 (1.6) h 560 (3.3) –2 (2.1) 555 (3.0) –8 (1.5) iBelgium (Flemish) 549 (1.9) 552 (2.2) 2 (1.4) 552 (2.0) 3 (1.0) h 536 (3.0) –13 (2.0) iFinland 545 (2.3) 545 (2.3) 0 (0.9) 543 (2.9) –2 (2.2) 551 (3.5) 5 (3.2) England 542 (3.5) 539 (3.7) –3 (1.1) i 545 (3.9) 3 (1.6) 549 (4.6) 7 (2.9) hRussian Federation 542 (3.7) 545 (3.3) 3 (1.4) h 542 (4.3) –1 (1.5) 533 (4.1) –9 (2.3) i

2 United States 541 (1.8) 543 (2.0) 2 (0.9) h 535 (2.2) –6 (0.8) i 545 (1.8) 4 (1.1) h

† Netherlands 540 (1.7) 543 (1.7) 3 (1.1) h 524 (2.9) –16 (2.6) i 559 (2.9) 19 (1.7) h

2 Denmark 537 (2.6) 534 (2.4) –3 (0.9) i 548 (3.0) 11 (2.0) h 532 (3.0) –5 (1.5) i

1 2 Lithuania 534 (2.4) 537 (2.4) 4 (1.1) h 531 (3.0) –3 (1.9) 526 (3.0) –7 (2.0) iPortugal 532 (3.4) 522 (3.7) –10 (1.6) i 548 (4.4) 16 (2.2) h 548 (2.8) 16 (2.0) hGermany 528 (2.2) 520 (2.3) –8 (0.7) i 536 (2.6) 8 (1.1) h 546 (2.8) 18 (1.6) hIreland 527 (2.6) 533 (2.6) 5 (1.4) h 520 (3.1) –7 (1.6) i 523 (2.8) –4 (2.0) i

2 Serbia 516 (3.0) 529 (3.0) 13 (1.4) h 497 (3.8) –19 (1.6) i 503 (3.8) –13 (2.0) iAustralia 516 (2.9) 508 (3.2) –8 (1.0) i 534 (3.0) 18 (1.6) h 515 (3.1) –1 (2.2) Hungary 515 (3.4) 515 (3.2) 0 (1.2) 520 (3.6) 5 (1.3) h 510 (4.2) –5 (1.7) iSlovenia 513 (2.2) 503 (2.7) –10 (2.0) i 526 (2.3) 13 (1.6) h 532 (2.6) 19 (1.8) hCzech Republic 511 (2.4) 509 (2.5) –2 (1.3) 513 (3.0) 2 (1.4) 519 (3.1) 8 (1.4) hAustria 508 (2.6) 506 (2.5) –2 (1.1) 512 (3.4) 4 (1.4) h 515 (3.1) 7 (1.6) hItaly 508 (2.6) 510 (2.7) 2 (1.6) 513 (3.1) 5 (1.0) h 495 (3.1) –13 (1.8) iSlovak Republic 507 (3.8) 511 (3.7) 5 (1.5) h 500 (4.3) –7 (1.5) i 504 (4.6) –3 (2.1) Sweden 504 (2.0) 500 (2.2) –4 (0.8) i 500 (2.4) –4 (1.3) i 523 (3.0) 20 (1.9) h

2 Kazakhstan 501 (4.5) 515 (4.1) 14 (1.1) h 491 (5.3) –10 (1.8) i 476 (5.7) –25 (1.9) iMalta 496 (1.3) 498 (1.9) 2 (1.7) 487 (1.5) –9 (1.5) i 498 (1.6) 2 (2.0)

‡ Norway 495 (2.8) 488 (3.1) –7 (1.9) i 507 (3.0) 12 (1.7) h 494 (3.2) –1 (2.3)

2 Croatia 490 (1.9) 491 (1.8) 1 (0.9) 490 (2.5) 0 (1.3) 488 (2.7) –2 (2.1) New Zealand 486 (2.6) 483 (2.5) –3 (0.8) i 483 (2.5) –3 (1.5) i 491 (2.7) 5 (1.2) hSpain 482 (2.9) 487 (3.0) 4 (1.1) h 476 (3.0) –6 (1.3) i 479 (3.6) –3 (2.0) Romania 482 (5.8) 497 (5.6) 15 (2.1) h 469 (5.7) –14 (1.9) i 457 (6.8) –26 (3.5) iPoland 481 (2.2) 480 (2.2) –1 (1.1) 475 (2.7) –6 (1.3) i 489 (2.9) 7 (1.7) hTurkey 469 (4.7) 477 (4.5) 7 (0.9) h 447 (5.0) –22 (1.3) i 478 (5.2) 9 (1.4) h

2 Azerbaijan 463 (5.8) 491 (5.3) 28 (1.3) h 437 (7.3) –26 (2.1) i 407 (6.4) –55 (1.9) iChile 462 (2.3) 462 (2.7) 0 (1.6) 455 (3.0) –6 (1.5) i 465 (2.5) 4 (1.8) hThailand 458 (4.8) 464 (4.5) 6 (1.2) h 437 (5.6) –21 (2.0) i 467 (5.1) 9 (2.5) hArmenia 452 (3.5) 484 (3.2) 32 (1.4) h 424 (4.2) –28 (1.7) i 386 (4.9) –66 (2.8) i

1 Georgia 450 (3.7) 473 (3.1) 23 (1.5) h 411 (4.3) –39 (2.3) i 433 (4.0) –18 (1.4) iBahrain 436 (3.3) 439 (3.0) 3 (1.1) h 422 (3.9) –14 (2.5) i 442 (4.1) 6 (2.0) hUnited Arab Emirates 434 (2.0) 438 (2.1) 4 (0.8) h 418 (2.3) –16 (0.7) i 437 (1.9) 3 (1.1) hIran, Islamic Rep. of 431 (3.5) 440 (3.3) 9 (1.3) h 435 (3.9) 4 (1.3) h 397 (4.3) –33 (2.0) i

2 Qatar 413 (3.5) 417 (3.3) 4 (1.8) h 399 (3.9) –14 (2.5) i 416 (4.6) 3 (3.2) Saudi Arabia 410 (5.3) 410 (5.7) 0 (2.1) 404 (6.4) –6 (2.7) i 403 (6.0) –7 (4.2)

! Oman 385 (2.9) 384 (3.1) –1 (1.3) 376 (3.3) –9 (1.4) i 381 (3.1) –4 (1.5) i! Tunisia 359 (3.9) 390 (3.7) 31 (1.7) h 329 (4.6) –30 (3.2) i 300 (5.5) –60 (3.1) i

1 " Kuwait 342 (3.4) 333 (4.1) –9 (2.4) i 321 (4.2) –21 (2.8) i 347 (3.8) 5 (2.2) h" Morocco 335 (4.0) 340 (3.8) 6 (2.5) h 350 (4.0) 15 (1.5) h 271 (4.7) –64 (1.7) i" Yemen 248 (6.0) 261 (6.4) 13 (2.7) h 193 (6.5) –55 (2.9) i 204 (6.0) –44 (2.2) i

h Subscale score significantly higher than overall mathematics score

i Subscale score significantly lower than overall mathematics score

" Average achievement not reliably measured because the percentage of students with achievement too low for estimation exceeds 25%.! Reservations about reliability of average achievement because the percentage of students with achievement too low for estimation does not exceed 25% but

exceeds 15%.See Appendix C.2 for target population coverage notes 1, 2, and 3. See Appendix C.8 for sampling guidelines and sampling participation notes †, ‡, and ¶.( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

Exhibit 3.1: Achievement in Mathematics Content Domains

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Exhibit 3.4: Achievement in Mathematics Cognitive Domains

Country

Overall Mathematics Average Scale

Score

Knowing Applying Reasoning

Average Scale Score


Mathematics Score

Average Scale Score


Mathematics Score

Average Scale Score


Mathematics Score

Korea, Rep. of 613 (2.9) 616 (2.9) 3 (1.9) 617 (2.9) 4 (1.1) h 612 (2.5) 0 (1.0)

2 Singapore 611 (3.8) 617 (3.8) 6 (1.0) h 613 (3.9) 2 (0.7) h 604 (4.3) –7 (1.0) iChinese Taipei 609 (3.2) 611 (3.7) 2 (1.4) 614 (3.5) 5 (1.7) h 609 (3.4) 0 (1.5) Hong Kong SAR 586 (3.8) 591 (3.9) 6 (1.2) h 587 (3.7) 2 (1.0) 580 (3.9) –6 (1.1) iJapan 570 (2.6) 558 (2.7) –12 (1.5) i 574 (2.5) 4 (1.3) h 579 (3.0) 9 (1.8) h

2 Russian Federation 539 (3.6) 548 (3.6) 9 (1.0) h 538 (3.5) –1 (1.3) 531 (3.7) –8 (1.2) i

3 Israel 516 (4.1) 516 (4.1) 0 (1.1) 513 (4.4) –3 (1.4) i 520 (4.0) 4 (1.7) hFinland 514 (2.5) 508 (2.5) –6 (1.0) i 520 (2.5) 6 (1.4) h 512 (2.7) –2 (1.5)

2 United States 509 (2.6) 519 (2.7) 10 (0.8) h 503 (2.8) –6 (1.0) i 503 (2.7) –6 (0.7) i

‡ England 507 (5.5) 501 (5.4) –5 (1.1) i 508 (5.5) 2 (1.2) 510 (5.5) 3 (2.0) Hungary 505 (3.5) 507 (3.8) 2 (1.6) 505 (3.5) 0 (1.2) 502 (3.7) –3 (0.8) iAustralia 505 (5.1) 504 (5.1) –1 (1.1) 506 (4.8) 1 (1.0) 506 (4.9) 1 (1.0) Slovenia 505 (2.2) 508 (2.4) 3 (1.1) h 502 (2.1) –2 (0.7) i 500 (2.7) –5 (1.3) i

1 Lithuania 502 (2.5) 502 (2.6) –1 (1.1) 508 (2.4) 5 (1.0) h 493 (2.5) –10 (1.9) iItaly 498 (2.4) 494 (2.6) –4 (0.8) i 503 (2.2) 4 (1.0) h 496 (2.6) –2 (1.0) iNew Zealand 488 (5.5) 481 (5.6) –7 (1.1) i 491 (5.0) 3 (1.3) h 494 (5.3) 6 (1.6) hKazakhstan 487 (4.0) 489 (4.4) 2 (1.3) 484 (4.2) –3 (1.0) i 482 (4.7) –5 (2.1) iSweden 484 (1.9) 478 (2.0) –7 (1.5) i 489 (2.2) 5 (1.0) h 478 (2.4) –7 (1.1) iUkraine 479 (3.9) 481 (4.4) 2 (1.7) 480 (4.3) 1 (1.8) 467 (4.2) –12 (1.8) iNorway 475 (2.4) 465 (2.5) –10 (1.2) i 480 (2.6) 6 (1.3) h 478 (2.9) 3 (1.9) Armenia 467 (2.7) 476 (2.9) 9 (1.3) h 458 (3.0) –8 (1.5) i 451 (3.0) –15 (1.6) iRomania 458 (4.0) 460 (4.4) 2 (1.4) 454 (3.9) –4 (1.5) i 455 (4.0) –3 (1.6) United Arab Emirates 456 (2.1) 467 (2.2) 11 (0.7) h 442 (2.2) –14 (0.8) i 449 (2.1) –7 (0.7) iTurkey 452 (3.9) 441 (4.1) –12 (1.3) i 459 (4.0) 6 (1.2) h 465 (3.5) 12 (1.1) hLebanon 449 (3.7) 464 (3.9) 15 (1.8) h 436 (4.1) –13 (1.4) i 426 (4.7) –24 (1.9) iMalaysia 440 (5.4) 444 (5.7) 4 (0.9) h 439 (5.2) –1 (0.9) 426 (5.5) –14 (2.0) i

1 Georgia 431 (3.8) 438 (4.2) 6 (1.9) h 425 (3.6) –6 (1.3) i 414 (4.2) –17 (2.2) iThailand 427 (4.3) 423 (4.7) –4 (1.5) i 428 (4.1) 1 (1.1) 429 (4.3) 2 (1.1)

! Macedonia, Rep. of 426 (5.2) 430 (5.6) 4 (2.5) 417 (5.2) –9 (1.7) i 424 (5.9) –3 (3.3) Tunisia 425 (2.8) 425 (2.8) 0 (0.8) 421 (2.9) –4 (1.3) i 423 (2.7) –2 (1.0) iChile 416 (2.6) 405 (2.9) –11 (1.4) i 425 (2.5) 9 (0.9) h 422 (2.8) 5 (1.5) h

! Iran, Islamic Rep. of 415 (4.3) 410 (4.4) –5 (1.5) i 411 (4.6) –4 (2.2) 428 (4.3) 13 (1.6) h! Qatar 410 (3.1) 418 (2.9) 8 (1.5) h 396 (3.3) –13 (1.7) i 406 (3.3) –3 (1.8) ! Bahrain 409 (2.0) 411 (2.4) 2 (2.0) 400 (2.4) –9 (1.8) i 415 (2.1) 5 (1.9) h! Jordan 406 (3.7) 405 (4.3) –1 (1.5) 397 (3.8) –9 (1.4) i 416 (3.8) 10 (1.9) h! Palestinian Nat’l Auth. 404 (3.5) 406 (3.5) 2 (1.1) h 397 (3.5) –7 (1.1) i 404 (4.1) 0 (1.6) ! Saudi Arabia 394 (4.6) 402 (4.6) 8 (0.9) h 375 (4.8) –19 (1.2) i 388 (4.7) –6 (2.8) i! Indonesia 386 (4.3) 378 (4.8) –8 (1.1) i 384 (4.7) –2 (1.5) 388 (3.8) 2 (1.7) ! Syrian Arab Republic 380 (4.5) 374 (4.4) –6 (2.4) i 379 (4.2) –1 (2.4) 371 (5.4) –9 (2.8) i" Morocco 371 (2.0) 363 (2.2) –8 (1.2) i 378 (1.9) 7 (1.4) h 357 (2.7) –14 (1.7) i! Oman 366 (2.8) 365 (3.0) –2 (1.4) 360 (3.0) –6 (1.6) i 369 (2.8) 3 (1.6) " Ghana 331 (4.3) 331 (4.4) 1 (2.1) 316 (4.1) –15 (1.3) i 324 (4.8) –7 (1.9) i

h Subscale score significantly higher than overall mathematics score

i Subscale score significantly lower than overall mathematics score

" Average achievement not reliably measured because the percentage of students with achievement too low for estimation exceeds 25%.! Reservations about reliability of average achievement because the percentage of students with achievement too low for estimation does not exceed 25% but


Exhibit 3.4: Achievement in Mathematics Cognitive Domains

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Exhibit 4.6: Students Speak the Language of the Test at Home

Reported by Students

CountryAlways or Almost Always Sometimes Never

Percent of Students

Average Achievement

Percent of Students

Average Achievement

Percent of Students

Average Achievement

Armenia 94 (0.5) 469 (2.7) 5 (0.4) 440 (6.5) 1 (0.1) ~ ~Australia 93 (0.9) 504 (5.0) 6 (0.8) 516 (10.4) 1 (0.2) ~ ~Bahrain 77 (0.7) 405 (2.2) 18 (0.6) 439 (4.2) 5 (0.5) 384 (9.3)Chile 96 (0.3) 419 (2.6) 4 (0.3) 362 (7.8) 0 (0.1) ~ ~Chinese Taipei 92 (0.7) 616 (3.0) 7 (0.6) 535 (7.7) 1 (0.2) ~ ~England 95 (0.7) 508 (5.5) 4 (0.6) 491 (11.9) 1 (0.2) ~ ~Finland 97 (0.4) 515 (2.5) 2 (0.3) ~ ~ 1 (0.1) ~ ~Georgia 95 (0.9) 436 (3.9) 4 (0.9) 359 (13.4) 0 (0.1) ~ ~Ghana 26 (1.1) 332 (5.9) 70 (1.2) 334 (4.3) 4 (0.7) 292 (8.0)Hong Kong SAR 79 (1.9) 578 (3.7) 17 (1.6) 619 (9.2) 3 (0.5) 601 (16.0)Hungary 98 (0.3) 506 (3.4) 1 (0.3) ~ ~ 0 (0.1) ~ ~Indonesia 36 (2.9) 389 (7.7) 56 (2.4) 386 (4.1) 7 (0.9) 377 (8.3)Iran, Islamic Rep. of 64 (2.2) 433 (4.9) 21 (1.5) 383 (6.5) 15 (1.3) 382 (4.8)Israel 93 (0.9) 517 (3.9) 6 (0.7) 515 (11.9) 1 (0.2) ~ ~Italy 89 (1.0) 504 (2.2) 9 (0.8) 449 (7.0) 2 (0.3) ~ ~Japan 99 (0.2) 569 (2.7) 1 (0.2) ~ ~ 0 (0.1) ~ ~Jordan 88 (0.8) 409 (3.6) 9 (0.6) 400 (6.9) 3 (0.4) 363 (13.0)Kazakhstan 92 (0.8) 488 (4.1) 8 (0.8) 475 (6.1) 1 (0.2) ~ ~Korea, Rep. of 100 (0.1) 613 (2.9) 0 (0.1) ~ ~ 0 (0.1) ~ ~Lebanon 20 (1.3) 466 (6.2) 64 (1.4) 446 (4.1) 16 (0.7) 442 (5.0)Lithuania 96 (0.8) 504 (2.4) 3 (0.7) 460 (20.2) 1 (0.2) ~ ~Macedonia, Rep. of 91 (1.0) 431 (5.2) 6 (0.7) 385 (10.9) 2 (0.5) ~ ~Malaysia 62 (2.0) 425 (5.9) 25 (1.3) 463 (7.4) 13 (1.1) 469 (9.7)Morocco 63 (1.2) 369 (2.4) 29 (0.9) 376 (2.3) 8 (0.6) 381 (6.3)New Zealand 92 (0.9) 489 (5.1) 7 (0.7) 489 (11.5) 1 (0.2) ~ ~Norway 94 (0.7) 477 (2.4) 5 (0.6) 449 (5.9) 1 (0.2) ~ ~Oman 65 (1.3) 369 (3.2) 28 (1.1) 369 (3.6) 7 (0.5) 349 (7.4)Palestinian Nat'l Auth. 93 (1.1) 405 (3.5) 5 (0.7) 395 (7.6) 2 (0.6) ~ ~Qatar 65 (0.9) 401 (4.1) 29 (0.8) 437 (4.0) 6 (0.5) 375 (10.5)Romania 98 (0.3) 460 (4.0) 1 (0.3) ~ ~ 0 (0.1) ~ ~Russian Federation 92 (1.9) 540 (3.7) 7 (1.7) 533 (9.4) 1 (0.3) ~ ~Saudi Arabia 75 (2.0) 399 (4.8) 16 (1.2) 381 (8.4) 9 (1.1) 378 (7.6)Singapore 57 (0.9) 622 (3.3) 38 (0.8) 597 (4.8) 5 (0.3) 592 (8.4)Slovenia 88 (1.7) 510 (2.2) 8 (1.0) 463 (6.4) 4 (1.0) 483 (7.8)Sweden 92 (0.6) 487 (1.9) 6 (0.5) 454 (5.2) 1 (0.2) ~ ~Syrian Arab Republic 85 (1.5) 383 (4.3) 11 (1.0) 362 (8.7) 4 (0.8) 378 (25.0)Thailand 66 (2.3) 441 (4.9) 30 (2.1) 402 (5.6) 3 (0.5) 388 (10.7)Tunisia 19 (0.7) 412 (3.1) 56 (1.1) 427 (2.9) 25 (0.9) 429 (4.4)Turkey 90 (1.2) 461 (4.3) 8 (1.0) 383 (7.2) 2 (0.3) ~ ~Ukraine 61 (2.7) 478 (4.9) 27 (1.8) 481 (5.0) 12 (1.4) 484 (6.2)United Arab Emirates 67 (1.2) 453 (2.0) 27 (0.9) 467 (3.2) 5 (0.4) 445 (5.3)United States 91 (0.4) 513 (2.7) 8 (0.4) 487 (4.8) 1 (0.1) ~ ~International Avg. 79 (0.2) 469 (0.6) 17 (0.2) 443 (1.3) 4 (0.1) 421 (2.4)

( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.A tilde (~) indicates insu!cient data to report achievement.

Exhibit 4.6: Students Speak the Language of the Test at Home

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Exhibit 3.11: Achievement in Mathematics Cognitive Domains by Gender

CountryKnowing Applying Reasoning

Girls Boys Girls Boys Girls Boys

Armenia 463 (4.2) 459 (4.3) 450 (4.5) h 443 (4.1) 444 (4.6) 441 (4.5) Australia 513 (4.0) 520 (4.6) 517 (3.5) 521 (3.7) 509 (3.0) 518 (3.8) hAustria 505 (2.6) 510 (3.1) 499 (2.9) 512 (3.3) h 505 (3.4) 521 (4.0) h

2 Azerbaijan 476 (7.1) 470 (6.5) 461 (6.6) 454 (6.2) 449 (6.5) 441 (6.4) Bahrain 440 (4.7) 436 (4.8) 436 (4.7) 426 (4.3) 439 (4.5) 440 (4.5) Belgium (Flemish) 562 (2.1) 567 (2.5) 542 (2.6) 549 (2.4) h 527 (3.4) 537 (2.7) hChile 452 (3.2) 459 (2.9) h 459 (3.2) 467 (3.0) h 461 (3.0) 476 (3.3) hChinese Taipei 599 (3.0) 599 (2.5) 596 (2.6) 591 (2.3) 578 (3.8) 577 (2.5)

2 Croatia 490 (3.0) 499 (2.5) h 477 (2.5) 491 (2.4) h 487 (2.9) 498 (4.1) hCzech Republic 497 (3.0) 507 (3.2) h 505 (3.2) 519 (3.2) h 520 (3.1) 525 (3.3)

2 Denmark 527 (3.1) 536 (3.2) h 537 (3.0) 541 (3.5) 541 (3.5) 544 (3.2) England 550 (4.6) 554 (5.0) 540 (4.1) 544 (4.2) 529 (5.0) 533 (3.8) Finland 543 (2.8) 553 (3.1) h 540 (3.0) 548 (3.1) h 543 (3.2) 548 (3.2)

1 Georgia 452 (3.4) 447 (4.7) 452 (3.3) h 443 (4.5) 452 (3.6) 449 (4.4) Germany 518 (2.5) 529 (2.9) h 525 (2.6) 531 (2.8) 526 (3.1) 538 (3.8) h

2 Hong Kong SAR 618 (3.0) 620 (4.1) 594 (3.2) 600 (3.9) h 584 (3.7) 593 (4.3) hHungary 518 (4.0) 520 (4.2) 511 (3.3) 516 (4.0) 514 (4.0) 515 (4.3) Iran, Islamic Rep. of 436 (5.6) 434 (5.9) 426 (5.7) 428 (5.5) 419 (4.7) 426 (4.8) Ireland 539 (4.1) 540 (4.0) 528 (3.7) 530 (3.3) 507 (4.4) 512 (3.3) Italy 505 (2.9) 514 (3.3) h 501 (3.4) 511 (3.2) h 501 (4.0) 510 (4.0) hJapan 589 (2.0) 591 (2.6) 577 (1.8) 581 (2.2) 592 (2.1) 591 (2.9)

2 Kazakhstan 498 (5.3) 507 (4.8) h 497 (4.9) 501 (5.6) 499 (5.0) 503 (5.1) Korea, Rep. of 613 (2.4) 616 (2.2) 597 (2.1) 602 (2.7) h 597 (3.5) 608 (3.3) h

1 ! Kuwait 362 (4.6) h 320 (6.0) 348 (4.1) h 310 (7.2) 341 (4.1) h 316 (5.5)

1 2 Lithuania 524 (3.1) 526 (3.7) 539 (3.2) 541 (3.3) 537 (3.0) 536 (3.2) Malta 500 (1.9) 508 (2.2) h 494 (2.0) 499 (2.8) 470 (2.5) 480 (2.5) h

! Morocco 323 (4.9) 318 (4.6) 334 (4.4) 330 (4.9) 350 (4.9) 344 (5.6)

† Netherlands 534 (2.8) 542 (1.8) h 536 (2.3) 546 (2.2) h 540 (2.9) 548 (3.1) hNew Zealand 475 (3.9) 477 (3.8) 491 (3.0) 489 (2.7) 489 (3.0) 491 (2.9)

† Northern Ireland 578 (4.0) 582 (4.5) 566 (3.2) 564 (3.8) 538 (4.0) 537 (4.1)

‡ Norway 483 (4.3) 491 (3.2) 496 (3.2) 503 (3.5) h 497 (3.1) 505 (4.7) " Oman 397 (3.4) h 363 (3.9) 392 (3.0) h 371 (3.7) 401 (2.6) h 381 (3.3)

Poland 470 (3.2) 480 (2.8) h 475 (2.9) 484 (3.1) h 488 (3.6) 498 (3.0) hPortugal 527 (4.0) 535 (4.0) h 532 (4.6) 536 (4.2) 528 (4.8) 533 (4.4)

2 Qatar 418 (5.5) h 405 (4.4) 418 (4.7) h 405 (3.8) 423 (5.3) h 410 (4.9) Romania 483 (7.1) 485 (6.6) 478 (6.8) 478 (5.9) 488 (6.8) 485 (5.8) Russian Federation 541 (3.5) 541 (3.8) 540 (4.1) 539 (4.5) 550 (3.7) 546 (4.3) Saudi Arabia 418 (5.7) 400 (11.5) 413 (5.6) 396 (10.6) 418 (5.4) 406 (10.4)

2 Serbia 517 (3.8) 523 (3.5) 506 (4.0) 516 (3.5) h 515 (5.2) 514 (4.2)

2 Singapore 631 (4.1) 627 (4.1) 603 (3.8) 600 (3.8) 591 (3.8) 585 (4.4) Slovak Republic 503 (4.0) 509 (3.9) h 500 (4.3) 510 (4.4) h 507 (4.3) 514 (4.3) hSlovenia 506 (3.0) 513 (3.7) 508 (2.7) 519 (3.5) h 507 (4.4) 524 (4.3) hSpain 478 (3.5) 487 (3.7) h 478 (3.4) 488 (3.5) h 476 (3.7) 489 (3.4) hSweden 487 (2.8) 491 (3.0) 505 (2.7) 510 (2.6) 516 (4.0) 523 (2.9) hThailand 460 (5.2) h 446 (5.7) 465 (4.9) h 451 (5.7) 468 (4.6) 460 (5.9)

" Tunisia 376 (4.9) h 365 (4.0) 349 (5.0) 344 (4.8) 337 (5.5) 332 (6.2) Turkey 476 (6.2) 474 (5.6) 468 (5.4) 469 (5.0) 463 (5.4) 460 (4.3) United Arab Emirates 442 (3.1) 433 (3.8) 434 (2.8) 426 (3.6) 436 (3.0) 431 (3.5)

2 United States 550 (2.3) 561 (2.2) h 534 (2.4) 543 (2.2) h 523 (2.4) 528 (2.2) h! Yemen 227 (7.3) 210 (8.4) 243 (7.8) 232 (7.1) 251 (7.8) 239 (6.9)

International Avg. 492 (0.6) 492 (0.6) 488 (0.6) 489 (0.6) 487 (0.6) 489 (0.6) h

h Average significantly higher than other gender

! Average achievement not reliably measured because the percentage of students with achievement too low for estimation exceeds 25%." Reservations about reliability of average achievement because the percentage of students with achievement too low for estimation does not exceed 25% but


Exhibit 3.11: Achievement in Mathematics Cognitive Domains by Gender

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Exhibit 4.10: Students Attended Preprimary Education*

Curriculum Reported by National Research Coordinators and Preprimary Attendance Reported by Parents

Country

National Preprimary

Curriculum Includes Mathematics Skills

Students Attended Preprimary Education

3 Years or MoreLess than 3 Years

but More than 1 Year1 Year or Less Did Not Attend

Percent of Students

Average Achievement

Percent of Students

Average Achievement

Percent of Students

Average Achievement

Percent of Students

Average Achievement

Hungary k 86 (0.9) 526 (3.1) 12 (0.7) 473 (6.6) 1 (0.3) ~ ~ 0 (0.1) ~ ~Italy k 74 (0.9) 515 (2.6) 23 (0.8) 497 (3.4) 1 (0.2) ~ ~ 1 (0.2) ~ ~Germany r j 74 (0.9) 536 (2.3) 23 (0.9) 528 (3.0) 1 (0.2) ~ ~ 1 (0.2) ~ ~Sweden k 74 (1.1) 513 (2.0) 20 (1.0) 499 (2.7) 2 (0.4) ~ ~ 3 (0.4) 485 (8.5)Norway k 72 (1.6) 500 (3.1) 24 (1.4) 486 (3.8) 2 (0.2) ~ ~ 3 (0.5) 490 (11.4)Austria j 69 (1.5) 511 (3.0) 27 (1.3) 509 (3.7) 3 (0.7) 500 (7.5) 1 (0.1) ~ ~Russian Federation j 68 (1.3) 545 (3.5) 14 (0.8) 542 (5.5) 3 (0.3) 530 (10.0) 15 (1.0) 531 (6.4)Hong Kong SAR k 68 (1.0) 609 (2.9) 31 (1.0) 604 (2.8) 1 (0.1) ~ ~ 0 (0.1) ~ ~Czech Republic j 68 (1.1) 516 (2.8) 28 (0.9) 507 (3.2) 3 (0.4) 508 (7.2) 1 (0.2) ~ ~Spain k 66 (1.1) 492 (2.8) 28 (1.0) 474 (4.0) 4 (0.4) 466 (6.4) 3 (0.3) 469 (7.9)Slovak Republic k 65 (1.3) 520 (3.1) 24 (0.8) 497 (4.4) 8 (0.7) 483 (6.7) 4 (0.7) 464 (16.4)Singapore j 64 (0.7) 618 (3.2) 34 (0.7) 591 (3.6) 1 (0.1) ~ ~ 1 (0.1) ~ ~Slovenia k 59 (1.3) 519 (2.3) 26 (1.1) 511 (3.5) 5 (0.5) 502 (4.7) 9 (0.7) 500 (4.9)Romania k 57 (1.9) 505 (4.6) 33 (1.3) 468 (8.1) 4 (0.7) 430 (16.6) 6 (1.0) 383 (19.2)Lithuania k 52 (1.2) 545 (2.8) 17 (0.6) 538 (4.7) 7 (0.5) 525 (5.1) 24 (1.3) 509 (4.9)Finland k 46 (1.3) 547 (2.6) 31 (1.0) 543 (3.3) 21 (1.1) 550 (3.5) 1 (0.3) ~ ~Portugal j 46 (1.3) 540 (3.2) 37 (1.3) 536 (4.0) 8 (0.7) 518 (6.5) 9 (0.8) 516 (5.4)Croatia j 44 (1.6) 505 (2.2) 19 (0.8) 489 (3.0) 10 (1.2) 471 (5.1) 27 (1.6) 475 (3.2)Georgia k 42 (1.3) 457 (4.1) 29 (0.9) 458 (4.2) 7 (0.6) 455 (8.2) 22 (1.3) 434 (6.7)Chinese Taipei k 38 (0.9) 598 (2.3) 56 (0.9) 590 (2.2) 4 (0.4) 576 (8.4) 1 (0.2) ~ ~Poland j 34 (1.3) 503 (2.9) 23 (1.0) 484 (3.0) 16 (1.1) 467 (4.3) 28 (1.9) 463 (3.0)Morocco r k 21 (0.9) 351 (5.2) 39 (1.6) 338 (5.9) 17 (1.0) 324 (6.7) 23 (1.7) 333 (10.4)Australia s Varies by state 14 (0.9) 546 (8.5) 55 (1.4) 535 (3.6) 25 (1.2) 523 (3.2) 5 (0.5) 505 (9.0)Qatar k 12 (0.9) 417 (6.5) 51 (1.5) 436 (4.0) 19 (0.8) 405 (5.1) 18 (1.2) 378 (6.5)United Arab Emirates k 12 (0.3) 432 (4.3) 49 (0.9) 439 (2.1) 16 (0.4) 448 (3.1) 22 (0.7) 431 (3.4)Malta k 11 (0.6) 503 (4.1) 86 (0.6) 500 (1.4) 3 (0.3) 495 (8.7) 1 (0.2) ~ ~Iran, Islamic Rep. of k 10 (0.8) 454 (8.0) 29 (1.1) 448 (4.0) 40 (1.2) 433 (3.4) 21 (1.5) 396 (5.5)Oman k 8 (0.4) 389 (5.7) 36 (0.8) 405 (3.8) 25 (0.6) 384 (3.9) 31 (0.8) 367 (3.8)Azerbaijan j 7 (0.6) 469 (7.2) 20 (1.3) 468 (7.1) 8 (0.5) 451 (9.9) 64 (1.7) 465 (6.6)Ireland k 7 (0.6) 521 (5.5) 56 (1.4) 536 (3.0) 25 (1.1) 534 (3.9) 12 (0.7) 511 (6.7)Northern Ireland s j 4 (0.5) 594 (13.1) 49 (1.7) 581 (4.2) 44 (1.7) 577 (3.8) 3 (0.4) 557 (15.8)Saudi Arabia k 3 (0.3) 428 (12.7) 20 (1.4) 428 (4.6) 25 (1.3) 418 (6.7) 52 (2.2) 400 (6.9)Armenia j Bahrain j Belgium (Flemish) k Chile k Denmark k England k Japan k Kazakhstan k Korea, Rep. of k Kuwait j Netherlands k New Zealand k Serbia k Thailand j Tunisia k Turkey k United States Varies by state Yemen j International Avg. 43 (0.2) 507 (0.9) 33 (0.2) 498 (0.7) 11 (0.1) 479 (1.4) 13 (0.2) 457 (1.9)

k Yes j No

* Available only for countries that administered both TIMSS and PIRLS to the same fourth grade students because this item was included in the PIRLS Home Questionnaire completed by parents.( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.A tilde (~) indicates insu!cient data to report achievement. An “r” indicates data are available for at least 70% but less than 85% of the students. An “s” indicates data are available for at least 50% but less than 70% of the students.

Exhibit 4.10: Students Attended Preprimary Education*

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Exhibit 4.10: Students Attended Preprimary Education* (Continued)

Country

National Preprimary

Curriculum Includes Mathematics Skills

Students Attended Preprimary Education

3 Years or MoreLess than 3 Years,

but More than 1 Year1 Year or Less Did Not Attend

Percent of Students

Average Achievement

Percent of Students

Average Achievement

Percent of Students

Average Achievement

Percent of Students

Average Achievement

Sixth Grade Participants

Honduras j 21 (1.6) 377 (9.8) 36 (1.7) 410 (6.7) 28 (1.6) 399 (5.3) 15 (1.0) 390 (8.3)Botswana r k 15 (0.8) 451 (6.4) 22 (1.2) 461 (6.8) 7 (0.6) 441 (6.9) 56 (1.9) 402 (3.9)Yemen j

Benchmarking Participants

Dubai, UAE k 14 (0.6) 464 (3.8) 46 (0.8) 483 (2.5) 17 (0.6) 489 (4.9) 23 (1.0) 453 (4.0)Abu Dhabi, UAE k 12 (0.6) 419 (8.2) 50 (1.6) 422 (4.6) 18 (0.8) 426 (5.5) 21 (1.0) 411 (6.2)Quebec, Canada k 11 (0.7) 540 (4.1) 32 (1.5) 531 (2.7) 51 (1.6) 538 (2.8) 5 (0.5) 526 (6.6)Alberta, Canada k Ontario, Canada k Florida, US k North Carolina, US k

k Yes j No

The Challenge of Growth and enhancing Impact

•  Detail is important-‐ understand purpose •  Thinking globally analysing/acSng locally •  ILSA as process and product •  IntegraSon of Framework, Encyclopaedia, Background data, Technical reports. Quality Assurance procedures, Training

•  Need strategic investment/vision/ownership •  Enhance basic template. •  Training •  Policy -‐Research integraSon

Dr Hans Wagemaker INTERNATIONAL ASSOCIATION FOR THE EVALUATION OF EDUCATIONAL ACHIEVEMENT

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