Golding, Jennie;
Grima, Grace;
(2021)
TIMSS-based teacher workshops adding value to policy and practice in England.
Presented at: IEA International Research Conference 2021, Dubai, UAE.
![[thumbnail of IEA IRC 202115 minute version.pptx]](https://discovery.ucl.ac.uk/style/images/fileicons/slideshow.png) |
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IEA IRC 202115 minute version.pptx - Accepted Version Download (2MB) |
Abstract
England has participated in all cycles of TIMSS. TIMSS19 in England included several deliverables, including that reported here: the development, impact and evaluation of TIMSS-focused workshops targeted at mathematics and science teachers. In 2019, year 5 (grade 4) students showed significantly improved performance in mathematics and maintained their performance in science compared with the 2015 results; year 9 (grade 8) students maintained their performance in mathematics but showed significantly weaker performance in science than in TIMSS15. Historically in England, media have focused on such high-level messages and some academics have engaged with findings in more depth, but the teacher professional impact has been very limited – as was also widely reported during a 2019 IEA IRC discussion forum in Copenhagen. Against this background, this paper reports on the design, impact and evaluation of workshops for professionals in mathematics and science education, intended to add value to TIMSS participation locally by promoting interest in and understanding of TIMSS19 findings - but also probing those findings in professionally-informed and collaborative ways. The goals are to support both professional development and illumination of policy, enhancing the return on the TIMSS-related financial and other investment. For specificity, the paper analyses the approach to the mathematics workshop design, the choices made in relation to TIMSS findings focused on during the workshop, and the uses made of assessment items. It makes early reference to workshop outcomes, which will be further analysed for the IEA IRC 2021 presentation in relation to both professional practice and policy. That presentation will also analyse strengths and areas for development of future such workshops.
| Type: | Conference item (Presentation) |
|---|---|
| Title: | TIMSS-based teacher workshops adding value to policy and practice in England |
| Event: | IEA International Research Conference 2021 |
| Location: | Dubai, UAE |
| Dates: | 16 November 2021 |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.iea.nl/news-events/irc/9th-internation... |
| Language: | English |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment UCL > Provost and Vice Provost Offices > School of Education UCL |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10157468 |
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| 2. |  United Arab Emirates | 1 |
| 3. |  Australia | 1 |
| 4. |  Turkey | 1 |
| 5. |  United States | 1 |
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