25DOI: 10.24412/2181-1385-2022-2-753-757
DIFFERENCES BETWEEN PISA AND TIMSS INTERNATIONAL
ASSESSMENT PROGRAM
Shoxsanam Tolqin kizi Kayumova
PhD, Gulistan State University shoxsanamkayumova0523 @gmail .com
ABSTRACT
This article reveals nowadays urgent problem of usage international evaluation program TIMSS and PISA standard in the learning process and article gives information about on the content and differences between the International Assessment Survey and the PISA and TIMSS International Assessment Program.
Keywords: TIMSS, PISA, IEA, educational achievement, purpose, comparison, cycle, maths, science
In modern life, one area of interest in education is comparative studies in educational achievement, in particular, in mathematics, science and reading. There are two such international studies involving mathematics, namely, PISA and TIMSS. PISA stands for the Programme for International Student Assessment. It is better known in Europe. TIMSS stands for the Trends in International Mathematics and Science Study. TIMSS was previously known as the Third International Mathematics and Science Study. Each study of PISA or TIMSS involves approximately 50 countries and thousands of students in each participating country. The studies generated volumes of publication and numerous related research projects.
The fact that some Asian countries topped the achievement list in TIMSS amazed many people and drew the attention of the industrial countries. Consequently it induced the study on these high-performing Asian countries, namely, China, Korea, Japan, and Singapore. Further a country could do well in TIMSS but not in PISA. This phenomenon is now known as PISA shock. Hence in addition people are also interested in the comparison of these two international studies. The impact of PISA and TIMSS has gone way beyond the mathematics and science community.
TIMSS. The study was commissioned by IEA, the International Association for the Evaluation of Educational Achievement. The first round of TIMSS took place in 1995 and the second round in 1999. It was the third round that made TIMSS famous worldwide. It collects data on educational
achievement from students at the fourth and eighth grades. It also
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DOI: 10.24412/2181-1385-2022-2-753-757
collects extensive information from students, teachers and school principals about the teaching and learning of mathematics. The test items are matched against those in the standards or syllabus. Then the data are analyzed and the reports published. The next round will take place in 2007. For details, see [1].
PISA. The study was initiated by the OECD countries. OECD stands for Organisation for Economic Co-operation and Development whose member countries were originally countries from Western Europe but now they are all over the globe. PISA was conducted every three years in 2000, 2003 and the next one in 2006. The tests are administered to 15-years-old students. The tests are supposed to assess how well students are prepared for their full participation in society. Similarly, the data are analyzed and the reports published. As we can see, PISA differs from TIMSS in methodology and aims. For details, see [2].
Benchmarking. Both PISA and TIMSS have been used by many countries for benchmarking. Roughly speaking, TIMSS is grade-based, that is, testing students of Grade 4 and Grade 8, whereas PISA is age-based, that is, testing the 15-years-old students. The 15-years-old students are those who are near the end of their compulsory education. Test items in TIMSS are more content or standards orientated, whereas those in PISA are more literacy orientated. TIMSS assesses how much students have achieved in schools. PISA assesses how well students are prepared for the outside world. Of course, this is an over-simplified view of the differences between the two studies. It does give a general idea about the two studies.
Panelists. They are Jan de Lange of the Freudenthal Institute, the Netherlands, speaking for PISA, and William Schmidt of Michigan State University, the United States, speaking for TIMSS. Jan de Lange is Director of the Freudenthal Institute and a full professor at University of Utrecht, the Netherlands. He was a member of the National Advisory Board of the Third International Mathematics and Science Study, and is currently Chair of the Mathematical Functional Expert Group of the OECDPISA. William Schmidt is a professor at the College of Education, Michigan State University, and the national research coordinator and executive director of the United States National Research Center which oversees the United States' participation in the Third International Mathematics and Science Study. At the panel discussion, they are to present what PISA and TIMSS are respectively, and what they are for. Then they will discuss and possibly answer questions from the audience.[3]
Issues for discussion. The issues for discussion include at least some or all of the following questions. The questions are
divided into three categories. First, what are PISA and TIMSS?
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DOI: 10.24412/2181-1385-2022-2-753-757
• Does PISA or TIMSS really serve the purpose intended?
• Why do we need PISA when we already had TIMSS?
• What are the good points or bad points of PISA and TIMSS? Secondly, what do they tell us?
• Is it really meaningful to use PISA or TIMSS for benchmarking? • Some countries did well in TIMSS but not in PISA. Why?
• Both PISA and TIMSS have collected a vast amount of data. Are they useful for other researchers? What can they do with the data? The last question above was previously raised at the International Round Table in Tokyo 2000 [3]. Thirdly, what is the future?
• The learning process of a student is a long-term affair. Perhaps the threeyear cycle or four-year cycle is simply too short to measure the progressive achievement of a student. Do we need to measure so frequently?
• Will there be PISA or TIMSS 20 years from now? This short statement serves as an introduction to the panel discussion to be held on 28 August 2006 in Madrid, Spain. Other statements from the panel speakers follow.
While both TIMSS and PISA test maths and science, they are very different in terms of who they test and what the test is like. There are three main differences:
• TIMSS tests students in middle primary and lower secondary. PISA tests 15 year olds, who are usually in Years 9, 10 or 11 in countries and nearing the end of their compulsory schooling in many countries
• TIMSS focuses on how well students have learnt the content of a defined curriculum. PISA focuses on how well students can apply reading, maths, science skills to real-life situations
• TIMSS assessment content is jointly developed by participating countries based on a detailed analysis of national curricula. PISA assessment content is developed by OECD-selected experts based on the skills they think students should have mastered.
Testing at Year 4 and Year 8, rather than at the end of school, allows countries to see how well students are doing early in their education journey and where more effort might be needed. Focusing on a defined curriculum can help find where gaps in a country's own curriculum might lie.
TIMSS also provides a lot of contextual information collected through questionnaires from school principals, teachers and students. The questionnaires examine what is intended to be taught in science
and maths (the intended curriculum) and how these things are
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DOI: 10.24412/2181-1385-2022-2-753-757
actually taught (the implemented curriculum). While the assessment describes what students have learned (the attained curriculum).
In conclusion, the results show that at the end of primary school there are students who experiencing pronounced problems with mathematics, immediately upon transition to main school should organize the identification and elimination of such problems, applying appropriate pedagogical technologies, individualization educational process, the methodology of tutor support, not only for increasing purpose with positive attitude towards a subject that causes difficulties, but also the development of students' confidence in their subjective abilities and the formation of installations on the feasibility of overcoming educational difficulties.
This measure will allow TIMSS results, significantly reduce the proportion of lagging students, which will have a positive impact on quality of school education. Thus, the education system faces the challenge of development of approaches to the formation of functional literacy of students should not be weaken the attention paid to the qualitative subject training of schoolchildren. It is important not only to maintain the achieved results, but also to further increase the level of training students through the implementation of practical measures of the National Project, including the development of the material base of educational organizations, targeted advanced training of teachers, development of methodological services at regional and municipal level, formation of a personnel reserve, support for schools with poor educational outcomes, supporting sustainable school development strategies with stable and high results.
Together, information from TIMSS can help improve every country's maths and science curricula and, ultimately, the educational outcomes of all country's students.
REFERENCES
1. TIMSS 2003, Trends in International Mathematics and Science Study. International Mathematics reports released 14 December 2004. Website: www.timss.com.
2. PISA 2003 technical report, OECD Programme for International Student Assessment, Website: www.pisa.org.
3. Lee, Peng Yee, International Round Table, Proceedings of the International Congress on Mathematics Education, Tokyo 2000.
4. Мухамеджанова, Лалихон Ашуралиевна (2019) «РОЛЬ
НРАВСТВЕННОСТИ В ОБЩЕСТВЕННОМ СОЗНАНИИ»,
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Google Scholar indexed Current Issues of Social Sciences and Humanities
Научный вестник Наманганского государственного университета : Вып. 1: Вып. 9 , статья 17.
5. Мухамеджанова Л.А. (2021). РОЛЬ НРАВСТВЕННОГО ВОСПИТАНИЯ В РАЗВИТИИ ЛИЧНОСТИ. Вестник Евразийского национального университета имени Л. Н. Гумилева. Серия: Исторические науки. Философия. Религиоведение, (2 (135)), 123-133.
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