Download TIMSS 2019 Context Questionnaire Framework (pdf)
Community and National Policies
Countries, regions, and communities make key educational policy decisions about the curriculum and how it is best implemented. Primarily through the TIMSS Encyclopedia and curriculum questionnaires, TIMSS 2019 will cover five broad national and community policies:
- Intended mathematics and science curriculum
- Language(s) of instruction
- Student flow
- Teacher education
- Principal certification
Intended Mathematics and Science Curriculum
Since 1995, TIMSS has collected extensive data on the content of the intended curriculum. Whether formulated at the national, community, or school level, curricular documents define and communicate the curriculum, providing expectations for students in terms of the knowledge, skills, and attitudes to be developed or acquired through their formal mathematics and science education.
Internationally, mathematics and science curricula differ across countries and are constantly evolving. In mathematics, countries differ in the degree of emphasis they place on acquiring basic skills, memorizing rules, procedures, or facts, understanding mathematical concepts, applying mathematics to “real life” situations, communicating or reasoning mathematically, and problem solving in everyday situations. In science, countries vary in the extent that they focus on acquiring basic science facts, understanding and applying science concepts, formulating hypotheses, designing and conducting investigations to test hypotheses, using inquiry-based learning, and communicating scientific explanations. Differences in the structure of the science curriculum can result in different experiences for students in different countries. By the eighth grade, some countries teach science as separate subjects (biology, chemistry, physics, and earth science), and others teach it as one integrated subject.
Continuing previous practices, countries will provide summaries of their fourth and eighth grade mathematics and science curricula in the TIMSS 2019 Encyclopedia and answer questions about their curricula in the curriculum questionnaire. Collecting data on curricular content over time can provide insights into the evolution of national curricula. For example, the TIMSS 2015 Encyclopedia (Mullis, Martin, Goh, & Cotter, 2016) found that countries are increasingly incorporating problem solving into their mathematics curricula and are incorporating inquiry and investigative skills into the science curricula. To an increasing extent, curricula are also emphasizing the integration of technology into mathematics and science learning.
Language(s) of Instruction
A multilingual population can increase the challenge of implementing the mathematics and science curricula, and for these reasons the TIMSS 2019 Encyclopedia will contain information about languages of instruction. Some countries have one commonly spoken language, while others are historically multilingual. Immigration also can increase the language diversity in countries. Most of the TIMSS participating countries deliver instruction in multiple languages.
Student Flow
TIMSS 2019 will continue collecting data on student flow through the education system through the curriculum questionnaire. Student flow decisions made at the national and community levels include decisions on access to preprimary education, age of entry into formal education, and policies on grade retention and educational tracking.
- Preprimary Education—Even before they begin formal primary school, children receive considerable exposure to literacy, numeracy, and science as part of their preprimary educational experience (e.g., preschool, Kindergarten). Preprimary education is an area of investment for many countries. Research findings indicate that attendance at preprimary programs can have a positive effect on academic outcomes (Duncan & Magnusson, 2013). As described in the TIMSS 2015 Encyclopedia (Mullis, Martin, Goh, & Cotter, 2016), almost all countries participating in TIMSS 2015 provided universal preprimary education for children age 3 or older, and a number of countries also sponsored universal programs for children younger than 3 years old.
- Age of Entry—Policies about the age of entry into formal education (first year of primary school, ISCED Level 1) are important for understanding achievement as well as the variation in students’ ages across countries at the fourth grade (Martin, Mullis, & Foy, 2011). Typically, across the TIMSS countries, students enter primary school at ages 5 to 7.
- Grade Retention—Because TIMSS is a grade-based study, the degree of grade retention can be an important factor to consider when evaluating achievement results. Research has shown that grade retention does not have a positive relationship with student achievement or the emotional well-being of the student and is overall inefficient (García-Pérez, Hidalgo-Hidalgo, & Robles-Zurita, 2014; Hattie, 2009). Many TIMSS countries practice automatic promotion, especially in the primary grades (Mullis, Martin, Goh, & Cotter, 2016).
- Tracking—Some education systems address differential student abilities and interests by assigning students to different schools that provide academic or vocational routes. A breadth of literature has suggested that tracking students into different schools or routes early in the educational process can exacerbate differences in student achievement (Hanushek & Wößmann, 2006; Marks, 2005; Parker, Jerrim, Schoon, & Marsh, 2016; Schütz, Ursprung, & Wößmann, 2008; Van de Werfhorst & Mijs, 2010). Given that educational tracking can begin as early as middle school, the timing and extent of educational tracking is especially important for interpreting the eighth grade results.
Teacher Education
In every country, teachers are the primary implementers of the curriculum, so teacher education policies and practices are a major interest. TIMSS 2019 will collect information about teacher preparation, certification, and professional development. As described in the TIMSS 2015 Encyclopedia, many countries have increased the educational requirements for teachers, particularly for primary school teachers as well as secondary school science teachers. As of 2015, almost all TIMSS countries called for fourth and eighth grade teachers to have a four year degree from a university, and the percentage of teachers at both grade levels who had a bachelor’s degree increased from 2007. A number of countries have also strengthened the requirements for entry to teacher education programs, with some requiring that prospective teachers achieve a minimum grade point average or pass an examination.
Principal Certification
Given the central role principals play in managing teachers, students, and school resources, TIMSS will continue collecting data on national principal certification policies. To encourage the development of strong leadership skills, some countries have specific education and training requirements for principals, such as the completion of certification programs in school leadership or specialized principal training programs.