Best Practice

What can we learn from our TIMSS results?

International comparison studies make regular headlines, but their findings must be interpreted with caution. Dorothy Lepkowska looks at two recent reports analysing science and maths performance in England and Northern Ireland

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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