International studies of academic performance are sometimes seen as controversial when education systems, teaching methods and compulsory education starting ages vary so much between different countries. But these studies can also provide useful information to inform policy-making and classroom practice.
For example, the Trends in International Mathematics and Science Study (TIMSS) provides insights into a range of factors that can affect performance, such as pupils’ home backgrounds and learning environments, and the quality and content of teaching.
The involvement of NFER in TIMSS goes back to its inception in 1995. Since then, NFER has been analysing the outcomes to find out what educators and policy-makers can learn.
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