Transcript Impact of TIMSS in Norway

International Large Scale Studies
TIMSS, PISA, TIMSS Advanced, CIVIC/ICCS, TEDS-M
First National Reports
Secondhand analyses of data
Vetenskapsrådet 020207
Liv Sissel Grønmo
www.timss.no
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Research based on data from
Take time
Group of people
Different competence
www.timss.no
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Research group
National reports
Doctoral thesis
Master thesis
Books
Articles
Conferences
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www.pisa.no
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Focus on research question
Angell, C. Elevers fysikkforståelse. En studie basert på utvalgte
fysikkoppgaver i TIMSS. Oslo 1996: Det matematisknaturvitenskapelige fakultet, Universitetet i Oslo.
Isager, O. A. Den norske grunnskolens biologi i et historisk og
komparativt perspektiv. Oslo 1996: Det matematisknaturvitenskapelige fakultet, Universitetet i Oslo.
Kind, P. M. Exploring Performance Assessment in Science. Oslo
1996: Det matematisk-naturvitenskapelige fakultet,
Universitetet i Oslo.
Olsen, Rolf Vegar. Achievement tests from an item perspective.
An exploration of single item data from the PISA and TIMSS
studies, and how such data can inform us about students'
knowledge and thinking in science. Oslo: Unipub forlag 2005.
210 s. Series of dissertations submitted to the Faculty of
Education, University of Oslo ; 48
More in prosess
More than 40 master thesis
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Doctoral thesis
Lie, Svein; Kjærnsli, Marit; Brekke, Gard. Hva i all verden skjer i realfagene?
Internasjonalt lys på trettenåringers kunnskaper, holdninger og undervisning i
norsk skole: ILS 1997. 231 s.
Angell, Carl; Kjærnsli, Marit; Lie, Svein. Hva i all verden skjer i realfagene i
videregående skole?: Universitetsforlaget, Oslo 1999.. 224 s.
Brekke, Gard; Kobberstad, Truls; Lie, Svein; Turmo, Are. Hva i all verden kan
elevene i matematikk? Oppgaver med resultater og kommentarer:
Universitetsforlaget, Oslo 1999
Kind, Per Morten; Kjærnsli, Marit; Lie, Svein; Turmo, Are. Hva i all verden gjør
elevene i realfag? Praktiske oppgaver i matematikk og naturfag: Institutt for
lærerutdanning og skoleutvikling 1999.
Grønmo, Liv Sissel; Bergrem, Ole Kristian; Kjærnsli, Marit; Lie, Svein;
Turmo, Are. Hva i all verden har skjedd i realfagene? Norske elevers
prestasjoner i matematikk og naturfag i TIMSS 2003. Skriftserien Acta Didactica
utgitt av Unipub forlag, Oslo 2004. 225 s.
Lie, Svein; Kjærnsli, Marit; Roe, Astrid; Turmo, Are. Godt rustet for framtida?
Norske 15-åringers kompetanse i lesing og realfag i et internasjonalt perspektiv:
I skriftserien Acta Didactica utgitt av Unipub forlag, Oslo 2001. 333 s.
Kjærnsli, Marit; Lie, Svein; Olsen, Rolf Vegar; Roe, Astrid; Turmo, Are. Rett
spor eller ville veier? Norske elevers prestasjoner i matematikk, naturfag og
lesing i PISA 2003. Universitetsforlaget, Oslo 2004. 301 s.
www.timss.no
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Some books based on TIMSS and PISA data
Organized as one group working with both projects
The National TIMSS report refers to the PISA results and make
conclusions based on both studies
Oral presentations and articles usually refer to results and
analyzes from both studies
Good correspondence between the results of PISA and TIMSS
TIMSS and PISA seen as complementary studies:
TIMSS:
– TIMSS is class oriented, gives also information from teachers
– Two populations: Grade 4 and 8
– Curriculum based
PISA:
– One population: Grade 10
– Mathematical Literacy
Together, TIMSS and PISA give a better and more robust picture
of the situation in Norwegian schools
www.timss.no
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TIMSS and PISA in Norway
The national project group for TIMSS consisting of researchers in
mathematics and science education at ILS, University of Oslo was
responsible for conducting the study and writing the national
report
The report was aiming to be widely read by
school authorities
teacher educators
teachers in school
researchers in the field
The results for Norway was compared with four other countries to
initiate discussion
of the results
reasons for the results
actions for improving the school system
www.timss.no
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TIMSS 2003 national report
Land
Results in
Mathematics
Moldova
Kypros
Makedonia
Libanon
Jordan
Iran
Indonesia
Tunisia
Egypt
Bahrain
Palestina
Chile
Marokko
Filippinene
Botswana
Saudi-Arabia
Ghana
Sør-Afrika
14,3
14,6
14,4
14,2
14,4
14,1
14,3
15,2
14,5
14,3
15,0
14,2
14,3
13,9
14,2
14,9
14,9
13,7
14,0
14,1
13,8
13,9
14,9
14,9
14,9
15,0
14,5
13,8
14,9
13,8
14,6
14,6
13,9
14,4
14,5
14,8
14,4
14,1
14,1
14,2
15,2
14,8
15,1
14,1
15,5
15,1
År på
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skolen
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Matematikk 8.klasse
www.timss.no
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Grade 8
Singapore
Korea
Hongkong
Taiwan
Japan
Belgia (Fl)
Nederland
Estland
Ungarn
Malaysia
Latvia
Russland
Slovakia
Australia
USA
Litauen
Sverige
Skottland
Israel
New Zealand
Slovenia
Italia
Armenia
Serbia
Bulgaria
Romania
Int. gj.snitt
Norge
Alder
Hong Kong
United States
Korea, Rep.
Netherlands
Scotland
Hungary
Romania
Slovenia
Australia
Singapore
Iran
New Zealand
Cyprus
Japan
Belgium (Fl)
Russian Fed.
Slovak Rep.
Norw ay
Sw eden
-50
-40
-30
-20
-10
0
10
20
www.timss.no
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Changes in
Math achievement
Grade 8,
1995 – 2003
England
Cyprus
New Zealand
Hong Kong
Slovenia
Hungary
Australia
Singapore
Iran
United States
Japan
Scotland
Netherlands
Norw ay
-30
-20
-10
0
10
20
30
40
50
www.timss.no
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Changes in Math achievement Grade 4
1995 – 2003
Grade based samples have created difficulties in comparing with
other countries because our pupils are among the youngest, and
the grade 8 pupils have only had 7 years of formal schooling
Cluster analysis of TIMSS 1995 data indicated different
“traditions” (groups of countries) in mathematics and science in
school:
Nordic
English-speaking
East-European
East-Asian
European groups of countries
We compared the Norwegian results with: Japan, Netherlands,
Slovenia and USA
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Background for choice of countries
to compare with
600
580
560
540
Japan
520
Netherlands
500
Norway
480
Slovenia
USA
460
440
420
400
Number
Measure
Data
Geometry Algebra
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Average Achievement in Mathematics
Content Areas Grade 8
600
580
560
540
Japan
520
Netherlands
500
Norway
480
Slovenia
460
USA
Number
Measure
Data
Geometry
Algebra
440
420
400
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Average Achievement in Mathematics
Content Areas Grade 4
Norwegian students
score lower than the
international mean in
both grades
Lowest on Numbers
and Algebra/Patterns
(pure mathematics)and lower than all
countries we
compared with
Especially low on
items requiring exact
calculations
No significant gender
differences
Best on Data
representation (higher
than international
mean)
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Norwegian profile in Achievement in
Mathematics - Grade 4 and Grade 8
Applied mathematics vs. Pure
mathematics
Basic knowledge and skills in
mathematics
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Two aspects to be discussed
ABSTRACT
Real world
problem
situation
Solution within
the model
Validation
Interpretation
Problem
formulationn
Mathematization
n
Transformation
Mathematical
model
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Simplification
REAL
Fundamental knowledge and skills (in
pure mathematics) is a premise for
any type of applied mathematics
(problem solving, mathematical
literacy, whatever we call it)
Mathematical literacy is not an
alternative to pure mathematics
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Applied mathematics is more complex
than pure mathematics
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Tony Gardiner 2004
www.timss.no
Mathematics teaching may be less
effective than most of us would like;
but we should hesitate before
embracing the idea that school
mathematics would automatically be
more effective on a large scale if the
curriculum focused first on “useful
mathematics for all” (numeracy), with
more formal, more abstract
mathematics to follow for the few.
Rote learning, drill and practice, and
passive listening to lectures can, as
they always have, give rise to
learning. Active learning can be
mental, and so visible inactivity on the
part of the learner is irrelevant…
…the constructivist view of learning
does not rule out any teaching
techniques in principle.
Paul Ernest 2002
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Constructivism
Mathematical Literacy
(applied mathematics)
Algebra
Numbers and skills
Understanding Concepts
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Back to basics?
High achieving countries in TIMSS
“The TIMSS 2003 results support the premise that
successful problem solving is grounded in mastery of
more fundamental knowledge and skills.” (Mullis mfl.
2004)
High achieving schools in Norway
Our data indicates that good schools in Norway use
learning strategies as rote learning and ”drill” more
often in mathematics. (The Norwegian PISA-report)
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Basis Knowledge and SkillsRote learning, drill and practice
Results from PISA tells us that the Norwegian school system
has not been successful when it comes to give students a
type of the competence we may describe as Mathematical
Literacy (apply mathematics to solve problems in daily life)
TIMSS on the other hand is better to present a diagnose for
why this is the case – Norwegian students seem to lack a
basis of fundamental knowledge and skills, which is
necessary for applying mathematics (Mathematical Literacy)
It seems reasonable that Norwegian students, as students in
other countries, acquire basis skills related to numbers
rather early in compulsory school
Applied mathematics seems important if we want students
to acquire what we may call Mathematical Literacy, but not
as an alternative to basic knowledge and skills in pure
mathematics
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Mathematics Acivement in Norway in
TIMSS and PISA
Japan
Netherlands
Norway
Math education
Mathematics
Slovenia
USA
Int. mean
0
20
40
60
80
100
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Teachers education in Mathematics –
major subject Grade 8
100
90
80
70
60
50
40
30
20
10
0
Japan
Netherlands
Norway
Slovenia
USA
Int. mean
Control
Control - give
feedback
Students
control
themselves
Discuss
Count on
grades
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Homework follow upfrequency in mathematics
Contributed to a broad discussion about reasons for
Norwegian students achieving low in Numbers
compared to other countries
Taken into account when revising the school
curriculum
For example more focus on basic number skills in the
new curriculum
Not that much focus on daily life mathematics
Higher entrance requirement in mathematics to study
in teacher colleges
More focus on further education for teachers that is
relevant for mathematics
www.timss.no
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Impact of TIMSS and PISA in
Mathematics in Norway
Hong Kong
United States
Korea, Rep.
Netherlands
Scotland
Hungary
Romania
Slovenia
Australia
Singapore
Iran
New Zealand
Cyprus
Japan
Belgium (Fl)
Russian Fed.
Slovak Rep.
Norw ay
Sw eden
-50
-40
-30
-20
-10
0
10
20
www.timss.no
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Changes in
Science
achievement
Grade 8,
1995 – 2003
England
Cyprus
New Zealand
Hong Kong
Slovenia
Hungary
Australia
Singapore
Iran
United States
Japan
Scotland
Netherlands
Norw ay
-30
-20
-10
0
10
20
30
40
50
www.timss.no
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Changes in Science achievement Grade 4
1995 – 2003
percent of students whose teachers have participated
100
90
80
70
Japan
60
Netherlands
Norway
50
Slovenia
40
USA
30
Int. mean
20
10
0
Science
Content
Methods
Curriculum
Computor
use
Investigations
Evaluation
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Professional development for teachers in Science in the
past two years in Grade 8 -
90
80
70
60
Japan
50
Norway
40
USA
30
Int. Avg.
20
10
0
Teacher
demo
Design/plan
Conduct
exsperim.
Small
group
experim.
Write report
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Students reports on
Doing Science Investigations in Grade 8
Contributed to a discussion about to
what extent scientific inquiry is
emphasized in science lessons in
Norway
Taken into account when revising the
school curriculum – more focus on
students as investigators/researchers
in the new curriculum
More focus on further education for
teachers that is relevant for science
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Impact of TIMSS and PISA in Science in
Norway
In Mathematics, Norwegian pupils in the 4th and 8th grade score lower than the
international average
In the Natural Sciences pupils in both grades achieve an average score
The decline since 1995 has been large for both populations and in both subjects for
Norwegian students – PISA support the results about declining
TIMSS showed that Norwegian teachers are less specialized and to a lesser degree
take part in further education relevant for science and mathematics
Norwegian teachers do not follow up the pupils homework to the same degree as
many other countries
Students, teachers and school leaders all complain about too much noise and
disorder in school (more than in most other countries)
The Consistency of the results is astonishing
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TIMSS 2003 national reportMain findings
Small differences between schools
Small gender differences
Students economical background is not an
important factor
Negative results concerning students
achievement in mathematics and science:
It seems as the impact of students background
has increased from 1995 to 2003
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Positive results concerning students
achievement in mathematics and science:
Discussions in media – more interest than any time before
General media as newspapers, TV etc
In scientific journals and institutions
Presentation of TIMSS and PISA results
Department of education etc
School administration at all levels
Schools, from primary to upper secondary schools
Publishers of text books for schools
University institutes (pure mathematics and science, institutes
with teachers education)
In books for teachers education in pedagogy
In other countries (e.g., Sweden, Slovenia)
(Capacity for the persons involved is a problem – not lack of
interest)
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TIMSS and PISA 2003:
Presentations and public interest
All studies create a lot of media attention and have great
impact on policy questions
The results have created an important pedagogic debate in
Norway
Both PISA and TIMSS (and PIRLS and CIVIC) have shed light
on weaknesses in our education system
Studies have been an important factor in planning national
policy plans and policy actions
Some critics point out that the international studies are not
able to measure some of the important national goals in our
school system
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The impact of international
comparative studies?
Curriculum reform
More focus on goals for learning
More focus on teacher role, competence in subject knowledge
and teachers as leaders
National action plans for strengthening teaching in Mathematics
and Science (and reading)
New system for Quality assessment implemented in 2004
Changes in teachers education
Higher entrance requirements
Master degrees in education at university and teacher colleges
Further education for teachers
National strategy plan for teachers further education
connected to the curriculum reform
Focus on basic skills in Mathematics, Science and Reading
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Policy actions in Norway
Last part of Chapter 11 –
A uniform and subjective description based on
TIMSS and PISA
Where has all the knowledge gone?
Changing student and teacher rolesrestoring teachers authority
Mathematics (and science) are subjects with a high
degree of abstractions, and thus requires
concentration and systematic work
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What on earth has happened to Science and
Mathematics in Norwegian schools?
Articles
Conferences
Books
Doctoral Thesis
Master Thesis
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Impact in Research in Education
New studies: TIMSS Adv, TEDS-M
Using data from different studies
From different levels
From different school subjects
For new research questions
Thank you for listening
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And we are going further