Trends in International Mathematics and Science Study 1995
Statistical Info. & Monitoring Prog. [hh/simpoc]
The Trends in International Mathematics and Science Study (TIMSS) is an international assessment of the mathematics and science knowledge of 9–10 and 13–14 year old (Year 5 and Year 9 or fourth grade and eighth grade) students around the world. TIMSS was developed by the International Association for the Evaluation of Educational Achievement (IEA) to allow participating nations to compare students' educational achievement across borders.
Initially called The Third International Mathematics and Science Study, the survey was first administered in 1995, and every 4 years thereafter. TIMSS 1995, was the largest and most ambitious international study of student achievement conducted up to that time. In 1994–95, it was conducted at five grade levels in more than 40 countries (the third, fourth, seventh, and eighth grades, and the final year of secondary school). Students were tested in mathematics and science and extensive information about the teaching and learning of mathematics and science was collected from students, teachers, and school principals. Altogether, TIMSS tested and gathered contextual data for more than half a million students and administered questionnaires to thousands of teachers and school principals.
Also, TIMSS investigated the mathematics and science curricula of the participating countries through an analysis of curriculum guides, textbooks, and other curricular materials. The TIMSS results were released in 1996 and 1997 in a series of reports, providing valuable information to policy makers and practitioners in the participating countries about mathematics and science instruction and the achievement of their students.
Kind of Data
Sample survey data [ssd]
Unit of Analysis
Units of analysis in the study include documents, schools and individuals
v1: Edited, anonymised data for public distribution
In 1995, TIMSS also measured mathematics and science understanding through performance assessment. In many of the TIMSS countries, subsamples of fourth- and eighth-grade students that participated in the main testing sessions participated in the TIMSS performance assessment. In the performance assessment, students designed experiments, manipulated materials, tested hypotheses, and recorded findings when completing a range of mathematics and science tasks.
Instructional, school, and home background variables are important for understanding international differences in student achievement in mathematics and science. For this reason, TIMSS includes student, teacher, and school questionnaires to collect contextual information about instruction and learning. In 1995, TIMSS gathered an enormous amount of data related to a variety of topics including instructional strategies, classroom activities, school characteristics and resources, attitudes, parental expectations, and many demographic characteristics. In total, the 1995 TIMSS assessment collected information from students, teachers, and school principals on approximately 1,500 contextual variables related to the teaching and learning of mathematics and science.
TIMSS also included an analysis of curricula which sought information about the intended curricula of the countries participating in TIMSS 1995. This was done through an innovative and ambitious analysis of textbooks, curriculum guides, and other curricular materials.
The study covered curricula and text-books, teachers and pupils at selected schools in the country
Producers and sponsors
TIMSS International Study Center
National Center for Education Statistics, U.S. Department of Education
National Science Foundation, U.S.
Dates of Data Collection
Data Collection Mode
Data Collection Notes
IN ADDITION TO MEASURING TRENDS in mathematics and science achievement through analysis of curricula and text-books, TIMSS 1995 collected extensive information about the teaching and learning of mathematics and science around the world. Through a series of questionnaires, TIMSS gathered information about curriculum, instructional practices, policies, and student background and attitudes. Many of the questions also were asked in 1999, providing trends for countries that participated in both assessments.
Data for the study was gathered through assessments of curricular documentation, and with questionnaires, including student, teacher (mathematics and science teachers), and school background questionnaires. Data Almanac files from the survey contain weighted summary statistics for each participating country on each variable in each of the questionnaires.
International Study Center. Trends in International Mathematics and Science Study 1995 [dataset]. Version 1. Chestnut Hill, MA: International Study Center [producer and distributor], 1998. Available from http://www.timss.bc.edu
The user of the data acknowledges that the original collector of the data, the authorized distributor of the data, and the relevant funding agency bear no responsibility for use of the data or for interpretations or inferences based upon such uses.
DDI Document ID
University of Cape Town
Date of Metadata Production
DDI Document version
Version 01: Adopted from "ddi-int-datafirst-timss-1995-v1" DDI that was done by metadata producer mentioned in "Metadata Production" section.