2 discussion issues on timss and pisa.

1. Faculty of Mathematics and Sciences
Mathematics Department
Trends And Issues
In Education For Mathematical Sciences
(SME3023)
ASSIGNMENT : Issues on TIMSS and PISA.
Group Members:-
1) Paul Vosko Anak Ranged (D20121059016)
2) Nor Azila Binti Razak (D20112052105)
3) Dg Norhayati Binti Mahamad (D20112052103)
LECTURER : Dr. Mohd Faizal Nizam Lee bin Abdullah

2. 2.0 Introduction of on TIMSS and PISA
PISA test is an acronym for International Student Assessment Programmed introduced by the OECD (Organization For Economic Co-operation and Development). This test is conducted every 3 years starting in 2000, and we started participating countries in 2009. PISA 2012 study which held the 5th. This test is to test the level of 15- year-old youth in the ability of reading, mathematics and science. A total of 65 countries involved in the PISA Test in 2012, with almost as many as 510 000 students are involved. Test lasts for 2 hours. Test consists of a combination of open-ended questions (open- ended) and also answer multiple-choice questions (multiple-choice).There are two other tests or studies that also relate to PISA, TIMSS and PIRLS .TIMSS is an abbreviation for Trends in International Mathematics and Science Study, and PIRLS is an abbreviation for Progress in International Reading Literacy Study. Arguably, the PISA test is a combination of two test / study. The difference, the TIMSS conducted to study the control of international students in Mathematics and Science only. And TIMSS also implemented four years. The latest PISA tests in 2012 also found Shanghai (China), Hong Kong and Singapore are the three countries that have the highest position in tests of reading, mathematics and science.
TIMSS 1999, 2003, 2007 and 2011
- Involve students in one second year Secondary (grade 8) in 150 randomly selected schools.
PISA: 2009 and 2012
- Involve students 35 students aged 15 above in 165 selected schools randomly.

3. 2.1 Malaysia's position in the PISA and TIMSS test.
Trends in Mathematics Achievement
Trends in Science Achievement

4. Science Achievement Ranking Against Other Countries

5. Ranking Mathematics Achievement Ranking Against Other Countries

6. Programme for International Student Assessment (PISA)
Trends in Mathematics Achievement Trends in Science Achievement Science Achievement Ranking Against Other Countries

7. Ranking Mathematics Achievement Ranking Against Other Countries

8. Programme for International Student Assessment (PISA)

9. Country performance in international assessments relative to public spend per student. All PISA Diagram from: OECD's Education GPS: Interactive data from TIMMS and PISA 2012

10. 2.2 Difference between TIMSS and PISA.
TIMSS (Trends in International Mathematics and Science Study) is designed to help countries all over the world improve student learning in mathematics and science. It collects educational achievement data at the 4th and 8th grades to provide information about trends in performance over time together with extensive background information to address concerns about the quantity, quality, and content of instruction.
The Programmed for International Student Assessment (PISA) is an internationally standardized assessment that was jointly developed by participating economies and administered to15-year-olds in schools. PISA aims at testing literacy in three competence fields: reading, mathematics, science.
Difference between TIMSS and PISA Math Tests
The PISA mathematics literacy test asks students to apply their mathematical knowledge to solve problems set in various real-world contexts. To solve the problems students must make use a number of mathematical competencies as well as a broad range of mathematical content knowledge.
TIMSS, on the other hand, continues to measure more traditional classroom content such as an understanding of fractions and decimals and the relationship between them.
2. 3 The benefit about TIMSS and PISA for Malaysia.
After TIMSS and PISA had been introduces to Malaysian and had been test for three times, Malaysia citizen can see where they ranking are. At the same time, we must struggle harder to improve ourselves in Mathematics and Science so we can compete with a larger country in the future. The quantitative data that would emerge may be generally less precise in TIMSS or PISA, but it would be complemented by qualitative accounts that should provide much richer insights into the strengths and weaknesses of each country’s culturally embedded science education. The cost and benefit equations of such a paradigm shift on how science education might be improved, would be most interesting to compare. Fensham in this article also

11. reveals the strengths of science education taught in Japan. The benefits gained by the Japanese students and teachers through Lesson Study.
2. 4 Discussion : Why do Malaysian need TIMSS and PISA?
After TIMSS and PISA test have been carry out for three time in Malaysia, and now the ministry of education know Malaysian student place. The ministry has identified shortcomings in the implementation of this curriculum before the less stressed elements Higher Level Thinking Skills (BAT), resulting in less privileged students to apply their skills when answering questions regarding the assessment. According to the statement, as an immediate measure, the ministry set up a committee Trend Study Mathematics Education and Science (TIMSS) and Pisa led Curriculum Development Centre and comprises all parts of the professional ministry. The committee will identify and monitor initiatives to be taken for improvement of the international student assessment programs.
The Ministry is working on various improvements in line with international best practices and address the weaknesses identified immediately through the PISA assessment. One of the initiatives in Malaysia and volunteers to improve performance in TIMSS and PISA is to develop training modules for mathematics and science to address specific gaps in content and skills tested in PISA and TIMSS and PISA and TIMSS question format. The Ministry also improve BAT related initiatives and add skill that will improve learning outcomes for all students. The success of the initiative, the ministry is updating the curriculum of primary and secondary schools to be in line with international standards. Standard Curriculum for Primary Schools (SCPC) is updated and High School Curriculum Standard (SSM) which will be launched later in 2017.

12. 2.5 Conclusion
After a simple comparative analysis of some of the sample questions in the various testing systems, we conclude that there are a few notable issues that may be responsible for these differences: Firstly, the teaching and learning system in Malaysia is heavily examinations-based. Teaching is structured and geared towards exam preparations especially for the major government testing systems like LSR and PSAT. Secondly the sampling method for students chosen to take the TIMSS and PISA is randomized. This means that the results reflect that of both top and bottom students. Given the huge gap between these two groups of students in Malaysia, the average marks may have potentially brought down average marks when compared to LSR and PSAT, where focus tend to be put on those who made the most A’s. Lastly, while it is no doubt that effort has been made to incorporate and encourage critical solutions problems via CCTS in LSR and MCE questions, the relative percentage of these type of questions remain negligible. This essentially results in a moral hazard issue; it permits students to populate as much as possible marks from the type of questions that require memorization. More difficult sub-questions with CCTS elements can easily be tactically left unanswered, without necessarily affecting overall marks in a major way or failing the students.

13. 2.6 References
 International Database (IDB) Analyzer and developed by the IEA (International Association for the Evaluation of Educational Achievement)
 Wikipedia: Programme for International Student Assessment (PISA) http://en.wikipedia.org/wiki/Programme_for_International_Student_Assessment
 TIMMS and PISA ranking: http://timssandpirls.bc.edu/data-release-2011/pdf/Overview- TIMSS-and-PIRLS-2011-Achievement.pdf
 Alliance for Excellent Education Policy Brief. (2009, March). Short Sighted: How America’s Lack of Baldí, S., Jin, Y., Skemer, M., Green, P., Herget, D., and Xie, H. (2007). Highlights from PISA 2006:Performance of U.S. 15-Year-Olds in Science and Mathematics Literacy in an International Context (NCES2008-016). U.S. Department of Education. Washington, DC: National Center for Education Statistics.
 Alliance for Excellent Education Policy Brief. (2009, March). Short Sighted: How America’s Lack of Attention to International Education Studies Impedes Improvement.