TIMSS 2015 Toby Greany, Iain Barnes, Tarek Mostafa, Nicola Pensiero, Christina Swensson Test administration and national data analysis and reporting in England were managed by a consortium comprising RM Results, World Class Arena Ltd (WCAL) and University College London (UCL) Institute of Education (IOE).

Trends in International Mathematics and Science Study (TIMSS) Overseen by the International Association for the Evaluation of Education Achievement (IEA) More curriculum focussed than PISA and includes primary Every 4 years since 1995 Performance and attitudes of 9-10 (Year 5) and 13-14 (Year 9) year-olds in maths and science Teacher and headteacher surveys Paper based tests in May-June 2015 8800 pupils across 290 schools.  

Participating Countries and benchmarking entities   Africa Botswana, South Africa Asia Armenia, Taiwan, Georgia, Hong Kong, Indonesia, Japan, Kazakhstan, South Korea, Malaysia, Singapore, Thailand Australasia Australia, New Zealand Europe Belgium (Flanders), Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, England, Finland, France, Germany, Hungary, Ireland, Lithuania, Malta, Netherlands, Norway, Northern Ireland, Poland, Portugal, Russia, Serbia, Slovakia, Slovenia, Spain, Sweden, Turkey North Africa and Middle East Bahrain, Egypt, Iran, Israel, Jordan, Kuwait, Lebanon, Morocco, Oman, Qatar, Saudi Arabia, United Arab Emirates (UAE) The Americas Canada, Chile, United States Benchmarking entities Abu Dhabi (UAE), Dubai (UAE), Buenos Aires (Argentina), Florida (USA), Ontario (Canada), Quebec (Canada) 57 countries and 7 benchmarking entities participated in 2015

Areas analysed in England report Performance in maths & science - over time and compared to other countries, international benchmarks, content & cognitive domains Differences by pupil characteristics – includes gender, FSM, EAL and ethnicity (England only where matched to NPD) Pupil attitudes - towards teaching, subject confidence, liking of subject, valuing of subject (Y9 only) School factors – school focus on academic success, problems/ shortages with conditions & resources, discipline and bullying Teachers and teaching - teaching time, computers in class, homework, teacher experience, teaching conditions, job satisfaction and professional development Home environment - resources at home and additional tuition Pupil data are collected through academic assessments and attitudinal surveys. Contextual data from the pupils’ headteachers and teachers are also collected through attitudinal surveys. Context differences. Analysis against: The five East Asian countries that consistently perform significantly higher than England, as a way of highlighting their high levels of achievement. • Other English-speaking countries, since these can be seen as having similar socio-economic circumstances and backgrounds to England and so provide helpful benchmarks. • A selection of European countries, particularly from Scandinavia and Western Europe, since these have similar socio-economic circumstances and backgrounds to England and so provide useful benchmarks. • Fast-moving and other high-performing countries. These countries (Russia, Kazakhstan, Poland, Slovenia and the Czech Republic) are interesting because they have seen rapid improvements in some or all areas of performance in 2015 or are high performers that do not fit in any of the above groups.

Headlines Pupils in England significantly above the international mean in maths and science in both years 5 and 9 in TIMSS 2015. Performance in maths in Y5 and Y9 improved significantly over 20 years. Performance in science relatively consistent over 20 years, but significant drop for year 5s in 2011.  Comparing 2015 with 2011: increases in maths and science in both years 5 and 9, but not significant in statistical terms.   England’s performance in 2015 places it in the second highest performing group of countries in maths and science in both years 5 and 9.

TIMSS 2015 Year 5 Maths

TIMSS 2015 Year 9 Maths

TIMSS 2015 Year 5 Science

TIMSS 2015 Year 9 Science

Source: 20 years of TIMSS - Ina V. S. Mullis Michael O Source: 20 years of TIMSS - Ina V.S. Mullis Michael O. Martin Tom Loveless, IEA

Improvement and comparisons at the international benchmarks (Year 5 maths)

Progress in maths from Y5 to Y9 is low

Progress in science from Y5 to Y9 is better

Most pupils in England find maths and science teaching engaging Maths Year 9 results

Job satisfaction among teachers – Y9 Maths

Challenges in teacher recruitment – Y9 Maths

Some other headline findings Year 5 maths - boys performed significantly higher than girls EAL pupils performed higher than native speakers in y9 maths Overall weak on Chemistry & Algebra in Y9, Geometric Shapes & Measures in Y5 East Asian countries – weaker on pupil attitudes and high on home tutoring

Thank you National Report available from: https://www.gov.uk/government/publications/timss-2015-national-report-for-england Any questions?