Golding, Jennie;
(2025)
Mid-secondary science in England in TIMSS 2023: what can we learn for the classroom?
School Science Review
, 106
(394)
pp. 59-67.
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Abstract
TIMSS is a large-scale four-yearly international assessment of mathematics and science performance, attitudes and reported experiences. TIMSS assesses two cohorts: 9- to 10-year-olds (year 5 in England) and 13- to 14-year-olds (year 9). In this article I point to key findings around England’s year 9 science in the latest cycle of TIMSS, including differences in performance by socio-economic, gender, and first-language student groups. The focus, however, is on ways that those close to school science education and teacher education can make productive use of TIMSS findings and resources. I identify at a high level some of the approaches known to have a differentially positive impact on currently underperforming groups. I then suggest how TIMSS questionnaire and released performance items can be directly harnessed in ways consistent with those aspirations.
| Type: | Article |
|---|---|
| Title: | Mid-secondary science in England in TIMSS 2023: what can we learn for the classroom? |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.ase.org.uk/resources/school-science-re... |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education 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 |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10211982 |
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