TIMSS

TIMSS (Trends in International Mathematics and Science Study) is an international assessment program conducted by the International Association for the Evaluation of Educational Achievement (IEA). It measures the knowledge and skills of fourth and eighth grade students in mathematics and science. Since 1995, TIMSS has been used to analyze and guide countries’ educational performance and policies by examining contextual factors such as curricula, teacher qualifications, and school and family environments.

Historical Development

Origins and Integration Process

The IEA (International Association for the Evaluation of Educational Achievement) conducted independent assessments in mathematics and science during the 1960s and 1970s (FIMS, SIMS, FISS, SISS). Building on these experiences, in 1995 for the first time a unified framework titled Trends in International Mathematics and Science Study (TIMSS) was introduced to assess both mathematics and science together.

Initial Cycle: TIMSS 1995

1995 marked the inaugural year of TIMSS. In this cycle, students in fourth and eighth grades were assessed, comprehensive curriculum analyses were conducted, and test items were enriched with additional information collected from teachers and school administrators.

1999 – TIMSS-R: Single Grade Level

In 1999, TIMSS-R assessed only the eighth grade level. Approximately 38 countries participated in this cycle.

Expansion and Stabilization: 2003–2015

Starting with the 2003, 2007, 2011, and 2015 cycles, both fourth and eighth grade levels were regularly assessed. The number of participating countries ranged between 50 and 70 in each cycle. Additionally, data on students’ contexts—including teachers, curricula, and school environments—were collected. In 2011, TIMSS was administered in the same year as PIRLS, enabling integrated assessment across reading, mathematics, and science.

2015 – TIMSS Advanced and Parent Data

The 2015 TIMSS cycle introduced TIMSS Advanced, an assessment targeting final-year high school students in mathematics and physics, and for the first time included parent questionnaires as part of the evaluation.

Digital Transition – eTIMSS (2019)

2019 was the first cycle in which TIMSS began its gradual transition to a digital format. Approximately half of the participating countries used the eTIMSS (computer-based) format, while the other half continued with the traditional paper-based format (paperTIMSS). “Bridge” studies were conducted to ensure score comparability between the two formats.

TIMSS 2023: Full Digital Era

In the 2023 cycle, TIMSS fully transitioned to a digital format. This format introduced interactive question types and scenario-based problem solving and inquiry (PSI) tasks. The new question types enabled innovations in measuring cognitive dimensions, particularly in application and reasoning processes.

Assessment Criteria

TIMSS measures students’ competencies in mathematics and science across three main dimensions:

Mathematics Literacy

• Understanding of conceptual knowledge and fundamental mathematical concepts.
• Problem-solving skills and the ability to apply knowledge in new contexts.
• Performance in subdomains such as numbers, algebra, geometry, measurement, and data analysis.

Science Literacy

• Conceptual knowledge in biology, chemistry, physics, and earth/space sciences.
• Understanding and application of scientific methods to real-life problems.
• Assessment of practical skills such as experimentation, observation, and data analysis.

Contextual Factors

• Students’ learning processes, classroom activities, and school resources.
• Quality of teaching methods and classroom environment.
• Impact of environmental factors such as parental and school support.

Test Format and Scale

• In addition to multiple-choice and short-answer questions, some cycles include open-ended questions to assess students’ deeper thinking and analytical abilities.
• Scoring follows international standards, with a mean of 500 and a standard deviation of 100. Performance levels are defined as Low (400), Intermediate (475), High (550), and Advanced (625).

This structure enables TIMSS to assess not only knowledge and skills but also the learning environments and contextual influences affecting students.

Recent Developments in Türkiye’s TIMSS Performance

Türkiye has regularly participated in TIMSS since 2011 and has achieved significant progress in both scores and rankings in recent years. Particularly at the fourth and eighth grade levels, achievements in mathematics and science have enhanced Türkiye’s visibility on the international stage.

At the fourth grade level, Türkiye’s performance has shown a remarkable upward trend. Compared to 2019, the average score in fourth grade mathematics increased by 30 points to 553, and in science by 44 points to 570. These gains placed Türkiye 8th out of 58 countries in mathematics and 4th in science. When compared with OECD countries, Türkiye’s ranking in fourth grade science rose from 15th to 2nd, and in mathematics it reached 8th place.

At the eighth grade level, Türkiye also demonstrated progress. The average score in mathematics rose to 509, placing Türkiye 13th among 44 countries. In science, the average score reached 530, securing 7th place. These improvements positioned Türkiye among the countries with the highest score gains within the OECD.

During this period, a positive transformation has also occurred in student competency levels. The proportion of students achieving advanced proficiency in fourth grade rose to 24% in mathematics and 26% in science. At the eighth grade level, these figures were 17% in both subjects. Meanwhile, the proportion of students scoring below the intermediate and low levels decreased, supporting Türkiye’s efforts to improve educational quality.

These achievements are underpinned by educational reforms and infrastructure improvements. Comprehensive initiatives—including physical upgrades of school buildings, integration of technology, teacher development programs, and curriculum revisions—have supported the gains observed in recent TIMSS cycles. Regional disparities are gradually narrowing, and the relationship between students’ socioeconomic status and academic achievement is becoming more balanced.

In summary, Türkiye’s TIMSS performance has shown steady and meaningful improvement over the past twelve years. The increases in scores and rankings in both mathematics and science at the fourth and eighth grade levels, combined with positive shifts in student competency, have elevated Türkiye’s position in the international education arena. This success can be viewed as the outcome of a long-term strategy supported by systematic educational reforms and infrastructure enhancements.

Critiques

Although TIMSS is a vital tool for international educational comparisons, it has faced several criticisms:

Cultural and Linguistic Differences

TIMSS is designed to compare students’ achievements in mathematics and science across countries. However, each country has distinct cultural values, learning styles, and educational norms. For instance, some countries emphasize problem-solving and real-life contextual questions, while others prioritize abstract and rule-based items. Additionally, the language in which the test is administered may differ from students’ native language, leading to misinterpretations of concepts and an incomplete measurement of true knowledge. This limits TIMSS’s ability to reflect the true potential of students in multilingual and multicultural contexts.

Surface-Level and Narrow Scope of Measurement

TIMSS test items primarily focus on basic mathematics and science content and do not adequately assess higher-order cognitive skills such as comprehension, interpretation, or creative problem solving. This may encourage education systems to prioritize exam-oriented rote learning and fail to capture students’ authentic learning and application abilities.

Variations in National Education Systems

Curricula, teaching methods, instructional hours, and teacher training levels vary significantly across countries. TIMSS does not fully account for these national system differences, resulting in comparisons that may appear superficial. For example, two countries may have students with identical scores, yet one may emphasize hands-on experiments while the other focuses on theoretical and textbook-based instruction. This limits the validity of cross-national comparisons.

Media and Political Influences

TIMSS results are frequently interpreted and debated by media and policymakers. These interpretations sometimes exceed the academic and measurement intent of the assessment, leading to public misconceptions. For instance, low scores may be portrayed as evidence of systemic failure, while socioeconomic or infrastructural disadvantages faced by students are overlooked.

Inadequate Assessment of Socioeconomic Factors

Socioeconomic factors such as family income, parental education, and home learning environments strongly influence student achievement. While TIMSS collects data on these factors through questionnaires, the information is often limited and superficial. Without deeper analysis, the true impact of educational policies on student outcomes cannot be accurately understood.

Overlooked Technological and Infrastructure Disparities

Significant differences exist globally in school infrastructure and access to technology. Availability of laboratories, computers, internet access, and teaching materials directly affects student performance. Since TIMSS considers such disparities only marginally, students in under-resourced schools may appear to perform poorly, complicating fair comparisons.