Dubai TIMSS 2015 · TABLE OF CONTENTS 1 Dubai’s Participation in TIMSS 2015 1.1 Introduction 1.1...
Transcript of Dubai TIMSS 2015 · TABLE OF CONTENTS 1 Dubai’s Participation in TIMSS 2015 1.1 Introduction 1.1...
Dubai TIMSS 2015Journey towards the United Arab Emirates National Agenda
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Dubai TIMSS 2015Journey towards the United Arab Emirates National Agenda
TABLE OF CONTENTS
1 Dubai’s Participation in TIMSS 2015
1.1 Introduction
1.1 What is TIMSS?
1.2 Dubai Sample Participating in TIMSS 2015
2 TIMSS 2015 Results: International Perspectives and the UAE National Agenda
2.1 TIMSS 2015: International Perspectives
2.2 Achievement by International Benchmarks
2.3 Examining Trends in Achievement
2.4 The Contribution of Dubai’s Private Schools to the UAE National Agenda Targets
3 Student Performance Across Curricula Types in Dubai
3.1 Achievement in Mathematics
3.1.1 Mathematics in Grade 4
3.1. 2 Mathematics in Grade 8
3.2 Achievement by Science
3.2.1 Science in Grade 4
3.2.2 Science in Grade 8
4 Achievement by Gender
5 Performance of Emirati Students
5.1 Trends of Emirati Students’ Performance
5.2 Achievement by Grade and Curriculum
6 Dubai School Inspections and TIMSS 2015
Inspection and TIMSS 2015 Results
Comparison of School Inspection Judgements and TIMSS Results
Conclusion
Glossary
Appendices
1
3
4
5
7
8
10
12
13
17
18
18
21
24
24
27
29
31
32
33
35
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SECTION 1: Dubai’s Participation in TIMSS 2015
2 3
His Highness Sheikh Mohammed Bin Rashid Al Maktoum announced two important targets for the UAE in both TIMSS and PISA:
• The UAE will be among the 15 highest performing countries in TIMSS
• The UAE will be among the 20 highest performing countries in PISA
INTRODUCTION
In 2015, Dubai, United Arab Emirates (UAE) participated for the third time in the Trends in International
Mathematics and Science Study (TIMSS). Both private and public schools in Dubai participated in
the 2015, 2011 and 2007 TIMSS cycles. Since TIMSS 2007, the private schools in Dubai, under
the leadership of the Knowledge and Human Development Authority (KHDA), have continued to
participate in international assessments that focus on achievement in mathematics and science.
KHDA has actively embraced both an ongoing dialogue with schools and the use of a combination
of quantitative and qualitative evidence as a basis for decision- making in policy formulation.
As countries seek to develop economically and shift to a knowledge-based economy, having a
citizenry that is well-educated in mathematics and science will be essential for the economic well-
being of nations. It is widely agreed upon in international education literature that the knowledge
gained in mathematics and science classes is important for future academic success; beyond
the classroom, an understanding of basic mathematics and science concepts can also facilitate a
productive personal life that includes sound health habits and the use of effective problem-solving
skills.
With knowledge of the impact that the study of mathematics and science can have on the development
of individuals and the country, the UAE has made achievement and skills in mathematics, science
and literacy national priorities. Both TIMSS and the Programme of International Student Assessment
(PISA) have been included in the UAE National Agenda.
This report presents Dubai’s private school results in TIMSS 2015, and it also highlights their
performance against the UAE National Agenda Targets.
TIMSS 2015 is an important cycle for two
reasons: it assesses the performance
of schools in the UAE, and it is the first
cycle that assesses the performance of
Dubai’s private schools against the UAE
National Agenda targets. Both TIMSS
and PISA have changed in the UAE, from
being international assessments only, to
becoming part of our national priorities.
4 5
1.1. What is TIMSS?
The Trends in International Mathematics and Science Study (TIMSS), a large-scale international
assessment of mathematics and science in Grades 4 and 8, is conducted by the International
Association for the Evaluation of Educational Achievement (IEA). TIMSS was first administered in
1995 and has continued to be administered every four years; TIMSS 2015 marks the 20th year of data
1.2 Dubai Sample Participating in TIMSS 2015
The sampling process aimed to have the best possible sample of Dubai private schools reflected
within it and to ensure the reliability of collected results.
The schools sampled for the assessments reflect the diversity of curricula offered in Dubai’s
education system (see Figures 2 and 3 below). In 2015, a total of 7,453 Grade 4 students were
sampled, which is a 15.7% increase from 2011, when 6,443 students participated. In Grade 8,
6,149 students sat for the assessment, which is a 10.4% increase from the 5,571 students who
were sampled in 2011.3
The students’ sample selection process occurred through two phases to assure the representation
of the schools sample and the accuracy of the data. Students were sampled using an advanced
statistical technique in order to ensure representative sampling in each of the relevant curricula.
The sampling was overseen by the International Association for the Evaluation of Educational
Achievement (IEA) to maintain strict adherence. The basic design for the TIMSS sample is referred
to as a two-stage stratified cluster sample design. The first stage consisted of a sample of schools.
The second stage consisted of classrooms (mathematics or science) selected at random from
the target grade levels (4 or 8) in the sampled schools. The students in the selected classroom
were representative of the students in the population and weightings were used to adjust for
any differences arising from intended features of the design (e.g. to over-sample minorities) or
non-participation by students who were selected. In this way, measures of achievement could
be provided for the population, based on the responses of a sample of students, along with the
confidence interval to indicate the precision of those measures.
Four points known as international benchmarks (See Figure 1) explain the different levels
of knowledge and understanding that students have attained in mathematics and science. By
reporting achievement using these benchmarks, the assessments provide an understanding of
students’ developmental outcomes against an international scale. A complete description of
student outcomes at each benchmark can be found in Appendix II.
Figure 1:
__________________________________________________________________________________________________________________________1 See Appendix I for a description of content and cognitive domains as well as performance on each by grade, subject, and curriculum type. 2 The standard deviation is a measure that is used to quantify the amount of variation or dispersion of a set of data values. A low standard deviation indicates
that the data points tend to be close to the mean of the set, while a high standard deviation indicates that the data points are spread out over a wider range
of values. In a normal distribution, 68.27%, 95.45% and 99.73% of the values lie within one, two and three standard deviations of the mean, respectively.
Benchmark Levels Benchmark threshold
0 50 100 150 200 250 300 350 400 450 500 550 600 650
Advanced International Benchmark
High International Benchmark
Intermediate International Benchmark
Low International Benchmark
625
550
475
400
__________________________________________________________________________________________________________________________
3 Confidence Interval signifies an interval which has a known and controlled probability (95% or 99%) to contain the true value of an estimated quantity
such as the average score.
COGNITIVE LEVEL SUBJECT CONTENT
The Trends in International Mathematics and Science Study (TIMSS),a large-scale international assessment of mathematics and science in Grades 4 and 8, is conducted by the International Association for the Evaluation of Educational Achievement (IEA)
collection. Sixty countries and benchmarking
cities participated in the 2015 cycle. Dubai,
a benchmarking city, began participating in
TIMSS in 2007. Sixty-four countries now have
TIMSS trend data, which allow comparisons
of their students’ achievement to that of
their international peers and to achievement
of past students from their own country.
TIMSS is designed to measure student achievement in mathematics and science in Grades 4 and 8.
It does so by assessing students on a core set of objectives in each subject area. Although student
interests will vary, educators agree that a core set of objectives in each learning area is essential
in today’s world. Some of these objectives are subject-related and termed content domains within
TIMSS. However, research has also shown the importance of equipping students with a wide-range
of skills that cut across disciplines. These are referred to as cognitive domains. The strength of TIMSS
lies in its assessment of students on both the content and cognitive domains1. Subject experts from
around the world design assessment items to reflect these complementary domains believed to be
necessary for students’ knowledge and skill acquisition. They identify the skills in mathematics and
science that are believed to be universally important at each grade level.
The achievement scale in TIMSS summarizes student performance across both content and
cognitive domains in each subject area tested. The assessments are scaled so that the international
average is 500 and the standard deviation is 100.2 In order to make the numbers more meaningful
and accessible to both educators and policymakers, levels of achievement are linked to specific
outcomes.
6 7
SECTION 2: TIMSS 2015 results: international perspectives and
the UAE National Agenda
Figure 3: Number of Sampled Schools in Dubai in Grade 8
Figure 2: Number of Sampled Schools in Dubai in Grade 4
Public - MoE
Private MoE
UK
US
Indian
IB
Other
Public - MoE
Private MoE
UK
US
Indian
IB
Other
28
9
5429
29
127
25
10
3729
19
9 6
8 9
2.1 TIMSS 2015: international perspectives
__________________________________________________________________________________________________________________________4 Refer to Appendix II for more information on interpreting the scale average in TIMSS.
Figure 4: International Achievement in Mathematics - Grade 4
Figure 5: International Achievement in Mathematics- Grade 8
Dubai students across each of the measures on average performed above the international scale average of 500 on each assessment
Similar to 2007 and 2011, Dubai was again
a benchmarking participant in TIMSS 2015.
Overall, 49 countries and five benchmarking
participants conducted the Grade 4
assessments; thirty- eight countries and five
benchmarking participants undertook the
Grade 8 assessments.
Similar to the previous cycles of TIMSS, across grades and subjects, students in Dubai outperformed
their peers in the Middle East and North Africa (MENA) region in TIMSS 2015. Additionally, in contrast
to their performance in previous cycles of TIMSS, Dubai students across each of the measures also on
average performed above the international scale average of 500 on each assessment.4
Figure 6: International Achievement in Science- Grade 4
10 11
2.2 Achievement by international benchmarks
Understanding achievement according to international benchmarks is highly important for every
participating country/ city. As mentioned above, the TIMSS international benchmarks explain the
different levels of knowledge and understanding that students have attained in mathematics and
science.
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Mathematics Grade 4
ScienceGrade 4
Mathematics Grade 8
ScienceGrade 8
Below Low International Benchmark Low International Benchmark Intermediate International Benchmark
High International Benchmark Advanced International Benchmark
5
22 46 29
13
14 16 28 28 14
512 21 31 26 10
5 11 17 29 29 14
21 31 24 11
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Mathematics Grade 4
ScienceGrade 4
Mathematics Grade 8
ScienceGrade 8
5
9
10 16 29 30 15
58 20 32 29 11
57 15 30 32 16
20 32 27 12
Below Low International Benchmark Low International Benchmark Intermediate International Benchmark
High International Benchmark Advanced International Benchmark
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Mathematics Grade 4
ScienceGrade 4
Mathematics Grade 8
ScienceGrade 8
Below Low International Benchmark Low International Benchmark Intermediate International Benchmark
High International Benchmark Advanced International Benchmark
5
22 46 29
13
14 16 28 28 14
512 21 31 26 10
5 11 17 29 29 14
21 31 24 11
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Mathematics Grade 4
ScienceGrade 4
Mathematics Grade 8
ScienceGrade 8
5
9
10 16 29 30 15
58 20 32 29 11
57 15 30 32 16
20 32 27 12
Below Low International Benchmark Low International Benchmark Intermediate International Benchmark
High International Benchmark Advanced International Benchmark
About 68% of Dubai’s students in private schools achieved the international benchmark level and above.
Figures 8 and 9 on the next page illustrate
achievement results against international
benchmarks. The highest proportion of
students in Dubai are in the intermediate
international benchmark. This proportion of
students is slightly higher in mathematics
Figure 7: International Achievement in Science- Grade 8
Figure 8: Dubai Overall - International Benchmarks
Figure 9: Private schools in Dubai - International Benchmarks
compared to science in both grades. Overall, 35% or more of Dubai’s students are achieving in the
high or advanced international benchmark. This proportion is higher in Dubai private schools, 39%
of Dubai’s private school students achieved levels in the high or advanced international benchmark.
The highest percentage of those students are in Grade 8 Science: 48%.
12 13
Figure 11 demonstrates the difference in performance of private school students in Dubai from
2007 to 2015. In keeping with the overall trend, students in the 2015 TIMSS cycle performed better
across both grades and both subjects. The biggest difference was again in Grade 4 science with
he was sharing his aspirations and vision for education, with every educator and student. He was
inviting them to embrace these targets and work together to make them a reality. In response to
the announcement of the UAE National Agenda, the Knowledge and Human Development Authority
2.4 The contribution of Dubai’s private schools to the UAE National Agenda targets
In 2014 His Highness Sheikh Mohammed Bin Rashid Al Maktoum, UAE Prime Minister and Leader of Dubai, initiated a new phase of enhancing education and learning, which promises a future with a world-class education.
By announcing the UAE National Agenda
in 2014, His Highness Sheikh Mohammed
Bin Rashid Al Maktoum, UAE Prime
Minister and Leader of Dubai initiated
a new phase of enhancing education
and learning, with the promise of a
future with a world-class education
and exceptional learning opportunities.
When the National Agenda targets were
announced by H.H. Sheikh Mohammed,
TIMSS is designed to measure the progress of
an education system and the achievement
of students in the areas of mathematics
and science. Trend measures allow the
gauging of the progress of Dubai’s schools
by comparing Grade 4 and 8 students in the
2015 cycle to those in the same grades four
and eight years ago in Dubai.
As is evidenced by Figure 10 below, Dubai students are performing significantly better across the
board. In both grades and subjects, students on average have increased their performance by
a significant amount since 2007. The biggest difference was observed in Grade 4 science, with
students in the 2015 cycle scoring more than half a standard deviation above the level of Grade 4
students in 2007. The smallest difference was observed in Grade 8 mathematics but was still more
than a third of a standard deviation higher than the 2007 average.
2.3 Examining Trends in Achievement
Dubai students are performing significantly better across the board; the biggest difference was observed in Grade 4 science.
more than half of a standard deviation difference between 2007 and 2015. The smallest increase
was also in Grade 8 science but was still more than a third of a standard deviation. Given that
private school students make up a large majority of the students in Dubai, it would make sense that
their performance mirrors the overall results described above.
Figure 10: Overall Trends in Dubai from 2007 to 2015
Figure 11: Trends for Private Schools in Dubai from 2007 to 2015
14 15
(KHDA) adopted a system-level approach that included: raising awareness, sharing good practice
and sharing responsibility.
In 2012 KHDA launched ‘What Works’, a collaborative initiative which brings educators from
private schools in Dubai and other education professionals together to share and reflect on their
good practices and to provide guidance and support to each other through structured events.
This initiative became more important after the announcement of the UAE National Agenda, and
members of different schools continued to collaborate with each other and share best practice in
using international assessment results and data.
In 2014 KHDA worked with schools to raise awareness about international assessments and the
UAE National Agenda through the ‘test4good’ campaign. The awareness campaign allowed parents
and educators to experience TIMSS and PISA, and the type of questions students have to answer
in international assessments. In this campaign, members of the community, including government
officials, had the chance to see TIMSS and PISA from a different perspective and understand their
importance to the UAE’s national priorities.
Since PISA 2009, KHDA provides each school with a report on how its students perform in international
assessments, how they compare internationally, and how they compare with similar schools in
Dubai. The reports also provide interesting elements of the data that the schools might consider
using to improve the quality of their work. To assist schools in understanding their roles in achieving
the UAE National Agenda, KHDA generated a set of individual targets for each school, based on
its performance in TIMSS and PISA. By helping schools to develop targets, KHDA emphasized that
achieving the UAE National Agenda is a shared responsibility between KHDA and schools.
KHDA works very closely with the private schools in Dubai to achieve the National Agenda targets through collaboration, raising awareness, setting targets, open transparent communication channels and shared responsibilities.
In addition to sharing targets with the
existing schools, KHDA also shared
baseline targets in TIMSS and PISA
with new schools. By doing so, KHDA
emphasized the responsibility of the new
schools to contribute to the educational
landscape in Dubai by providing high
quality education. KHDA has changed
and improved the process of opening
new private schools in Dubai and ensured
that investors are aware of KHDA’s high
expectations of new schools: providing a good quality of education and achieving the UAE National
Agenda targets.
In order to assist the schools in achieving their individual UAE National Agenda targets, KHDA
introduced in 2015-2016 the UAE National Agenda Parameter (N.A.P). This is an initiative that
requires all schools to participate, on an annual basis, in external international benchmarking
assessments. The schools are to use the additional assessments to monitor their progress in meeting
their individual UAE National Agenda targets. This initiative was supported by identifying a UAE
National Agenda inspector on each inspection team in order to assess the progress the school was
making towards achieving its individual National Agenda targets. A discrete section dedicated to the
National Agenda was included in all 2015-2016 school inspection reports. The section highlighted
the school’s progress towards meeting the National Agenda targets; it also provided details of
internal initiatives adopted to achieve school targets.
As described above, KHDA followed an approach based on raising awareness, sharing good practice
and responsibility. As a result, private schools in Dubai linked the country’s vision and H.H. Sheikh
Mohammed’s aspirations to their school vision. Together, they started working towards achieving
this vision.
The impressive results of Dubai’s private schools emphasize that the schools wasted no time to
ensure achievement of the UAE’s National Agenda targets. The average score of Dubai’s private
schools has improved significantly in 2015. This was obvious in Dubai’s overall results in TIMSS 2015,
and also in the schools’ individual targets. Further analysis of the schools’ progress towards meeting
TIMSS individual targets showed that more than 60% of Dubai private schools have met or exceeded
their individual targets in mathematics, and 74% have met or exceeded their targets in science.
Some of these schools have succeeded in preparing students who performed significantly well and
reached advanced levels in TIMSS, similar to students in high performing education systems. TIMSS
2015’s results emphasize that Dubai’s private schools have contributed significantly to the UAE’s
National Agenda targets and are taking the right steps in this journey.
16 17
SECTION 3: Student performance across curricula types in Dubai
As a result Dubai’s private school scores ranked more than ten rankings higher than their 2011
rankings in Grade 4 and more than seven in Grade 8. The improvements that Dubai’s private schools
have made is impacting on the UAE’s scores in TIMSS. Our schools are working successfully towards
contributing to the UAE National Agenda.
Figure 12: TIMSS 2015 private schools in Dubai in relation to UAE 2021 National Agenda
Individual school targets
Grade 4: Science
45%
20%
35%
Grade 4: Mathematics
38%
62%
Grade 8: Mathematics 20%
20%
30%
30%
Grade 8: Science
Did not meet National Agenda Individual School Targets Met or exceeded National AgendaIndividual School Targets
Did not meet National Agenda Individual School Targets Met or exceeded National AgendaIndividual School Targets
Did not meet National Agenda Individual School Targets Met or exceeded National AgendaIndividual School Targets
Did not meet National Agenda Individual School Targets Met or exceeded National AgendaIndividual School Targets
26%
74%
45%
20%
35%26%
74%
28%
72%
Grade 4: Science
45%
20%
35%
Grade 4: Mathematics
38%
62%
Grade 8: Mathematics 20%
20%
30%
30%
Grade 8: Science
Did not meet National Agenda Individual School Targets Met or exceeded National AgendaIndividual School Targets
Did not meet National Agenda Individual School Targets Met or exceeded National AgendaIndividual School Targets
Did not meet National Agenda Individual School Targets Met or exceeded National AgendaIndividual School Targets
Did not meet National Agenda Individual School Targets Met or exceeded National AgendaIndividual School Targets
26%
74%
45%
20%
35%26%
74%
28%
72%
Grade 4: Science
45%
20%
35%
Grade 4: Mathematics
38%
62%
Grade 8: Mathematics 20%
20%
30%
30%
Grade 8: Science
Did not meet National Agenda Individual School Targets Met or exceeded National AgendaIndividual School Targets
Did not meet National Agenda Individual School Targets Met or exceeded National AgendaIndividual School Targets
Did not meet National Agenda Individual School Targets Met or exceeded National AgendaIndividual School Targets
Did not meet National Agenda Individual School Targets Met or exceeded National AgendaIndividual School Targets
26%
74%
45%
20%
35%26%
74%
28%
72%
18 19
Achievement by Curricula
__________________________________________________________________________________________________________________________
6 This section discusses performance in Grade 4 according to TIMSS international benchmarks and performance in TIMSS content and cognitive domains.
Refer to Appendix II for the descriptions of the international benchmarks and to Section 2 for more information about the content and the cognitive domains.
Figure 13: Overall Average Scale Scores by School Curriculum Type – Grade 4 Mathematics
Grade 4 Mathematics Overall AverageThe diversity of the Emirate’s population
is reflected in the landscape of schooling
in Dubai. While the public-Ministry of
Education (MoE) schools follow the United
Arab Emirates MoE curriculum, private
schools in Dubai offer one of 17 different
curricula including MoE curricula.5 Data from
international assessments like TIMSS offer
Dubai’s overall results in TIMSS 2015 were the highest in the region; however, further analysis of student scores reveals substantial variation in all domains across Dubai.
the opportunity for an international benchmarking of school curricula, enabling KHDA to ascertain
the performance levels of students enrolled in various school types in Dubai. 5
Dubai’s overall results in TIMSS 2015 were the highest in the region; however, further analysis of
student scores reveals substantial variation in all domains across Dubai. This section highlights the
differential achievement patterns of students across curricula in mathematics in Grade 4 and Grade
8. The next section highlights the same aspects found at the science in Grade 4 and Grade 8.
3.1 Achievement in Mathematics6
3.1.1 Mathematics in Grade 4
Figure 13 demonstrates overall achievement results by school curriculum type in Grade 4
mathematics.6 Students attending United Kingdom (UK) curriculum schools achieved the highest
scores on average, at approximately 50 points above the international average. Students in Indian
curriculum and International Baccalaureate (IB) schools also performed well, scoring on average 30
points above the international average. These are the only curricula whose average scale score was
above the international average.
Students in United States (US) curriculum schools outperformed those in both Public-MoE and
Private-MoE curriculum schools, with an average score of 467, but scored below their peers in
UK, Indian, and IB schools. Students in Private-MoE schools fared better than those in Public-MoE
schools, scoring on average 449, nearly 30 points above those in Public-MoE schools.
__________________________________________________________________________________________________________________________5 As explained in Section 2, not all students from the 17 types of school curricula existing in Dubai participated in TIMSS 2015. Only schools where the
language of instruction is Arabic or English participate in TIMSS Dubai.
Figure 14 below illustrates achievement
results against international benchmarks
by curriculum type.7 The highest proportion
of students achieving the advanced and
high benchmark levels was found amongst
students in two school types: those offering
the UK curriculum and those offering the
Indian curriculum. Nineteen percent of
students at UK curriculum schools and 11%
of students at Indian curriculum schools
Students in the UK and Indian curriculum schools performed better in both the mathematics and science test, where most of the UK curriculum students performed at the high international bench mark in both subjects, and most of the Indian curriculum students in science.
achieved at the advanced international benchmark level. The advanced international benchmark
is a level at which students can perform complex analyses, draw mathematical conclusions, and
defend their reasoning. Thirty-five percent of students in UK curriculum and 30% of students in
Indian curriculum schools performed at the high international benchmark, meaning the majority of
students in UK schools, and 40% of students in Indian schools were performing at the high level or
above in Grade 4 mathematics.
The level of achievement of the majority (54%) of students studying in US curriculum schools was
at the low international benchmark level or below. Twenty-eight percent of students at schools
delivering the Private-MoE curriculum displayed achievement levels below the low international
600
550
500
450
400
350
300
250
200
150
100
50
0
UK Indian IB US Private - MoE Public - MoE
Dubai Average: 511
553534 528
449421
TIMSS Scale Average 467
20 21
benchmark level or below. Twenty-eight percent of students at schools delivering the Private-MoE
curriculum displayed achievement levels below the low international benchmark. The percentage
below the low international benchmark was even higher for those in schools delivering the Public-
MoE curriculum - 41%. Below the low international benchmark is a critically low level at which
students can only complete basic tasks. UK curriculum and Indian curriculum schools had less than
5% of students performing at this level. 7`
Figure 14: Achievement Results against International Benchmarks by School Curriculum Type
Grade 4 Mathematics - International Benchmarks
Figure 15 explains the trends in mathematics achievement for Grade 4 by curricula. In general,
the results mirror those of overall trends in Grade 4 mathematics, showing an increase in student
performance over time. The exception to that result is the performance of students in International
Baccalaureate (IB) schools. On average, their performance decreased by three points. IB schools
dropped from being one of the top two performing curricula types to being the third highest
performing. In other words, IB schools were still performing well, just not quite as well as in the
past. All other school types saw improvements in scores, with Private-MoE schools seeing the most
improvement at 67 points.
600550500450400350300250200150100500
UK Indian IB US Private - MoE Public - MoE
Dubai Average: 511553534 528
467449 421
Grade 4 Mathematics - Gender Differential by School Curriculum Type
TIMSS Scale Average
600550500450400350300250200150100500
Number Geometric Shapes Data Display
556550
562537 521 540 530 523 540
471452 470 451 446 444
422 421 420
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Below Low International Benchmark Low International Benchmark Intermediate International Benchmark
High International Benchmark Advanced International Benchmark
41 32 20 7
28 32 30 9
31 29 12 5
UK
Indian
IB
US
Private - MoE
Public - MoE
1
5 19 36 30 10
4 18 37 30 11
23
3 13 30 35 19
Private - UK
Private - Indian
Private - IB
Private - US
Private - MoE
Public - MoE
600550500450400350300250200150100500
Knowing Applying Reasoning
560 554 551536 532 528 530 527 527
470 467 460449 450 445
419 421 422
Males Females
Grade 4 Mathematics- Gender DifferentialMales outperform Females outperform
5
10
1
15
26
8
UK Indian IB US Private - MoE Public - MoE
UK Indian IB US Private - MoE Public - MoE
Figure 15: Trends in Mathematics – Comparing Grade 4 in 2011 to Grade 4 in 2015
3.1. 2 Mathematics in Grade 8
Figure 16 demonstrates the overall achievement results by school curriculum type in Grade 8
mathematics. Students attending UK curriculum schools achieved the highest scores on average,
at approximately 50 points above the international average. Students in IB and Indian curriculum
schools also performed well, scoring 47 and 33 points respectively above the international
average. Students in US curriculum schools outperformed those in both Public-MoE and Private-MoE
curriculum schools, with an average score of 479, but scored below their peers in UK, Indian, and
IB schools. Students in Private-MoE schools fared better than those in Public-MoE schools, scoring
on average 478, which was 58 points above those in Public-MoE schools.
Figure 16: Overall Achievement Results by School Curriculum Type – Grade 8 Mathematics
Grade 8 Mathematics - Overall Average
600
550
500
450
400
350
300
250
200
150
100
50
0
UK IB Indian US Private - MoE Public - MoE
Dubai Average: 550554
547 533
420
TIMSS Scale Average478479
__________________________________________________________________________________________________________________________7 The lowest international benchmark in TIMSS is the “Low International Benchmark.” Below the low international benchmark is, therefore, not one of the
four TIMSS international benchmarks. This level was created and added in discussing the international benchmarks in this report to represent the significant
percentage of students in some schools who did not achieve the Low TIMSS International Benchmark level.
22 23
Figure 17 demonstrates the achievement results against international benchmarks by curriculum
type. The highest proportion of students achieving the advanced and high benchmark levels was
found amongst students at schools offering UK, IB, and Indian curriculum. Eighteen percent of
students in UK curriculum schools, 11% of students in IB, and 10% of students in Indian curriculum
schools achieved at the advanced international benchmark level. This is a level at which students
can perform complex analyses, draw mathematical conclusions, and defend their reasoning. Thirty-
six percent of students in UK curriculum schools, 37% of students in IB, and 32% of students in
Indian curriculum schools performed at the high international benchmark.
The majority of students in UK schools, 48% in IB schools and 42% in Indian schools were performing
at the high or advanced level in Grade 8 mathematics. The level of achievement of nearly 50% of
students studying in US curriculum schools was at the low benchmark level or below. Eighteen percent
of students at schools offering the Private-MoE curriculum displayed achievement levels below the
low international benchmark. The percentage was even higher for those in schools delivering the
Public-MoE curriculum - 41%. Below the low international benchmark is a critically low level at
which students can only complete basic tasks. It should be noted that 41% of Grade 4 students in
Public-MoE schools also performed below the low international benchmark in mathematics. UK, IB,
and Indian curriculum schools had less than 5% of their students performing at this level.
Figure 17: Achievement Results against International Benchmarks by School Curriculum Type –
Grade 8 Mathematics
Grade 8 Mathematics - Overall Achievement Results by School Curriculum Type
600550500450400350300250200150100500
UK IB Indian US Private - MoE Public - MoE
Dubai Average: 512554547 533
479420
Grade 8 Mathematics - Gender Differential by School Curriculum Type
TIMSS Scale Average
600550500450400350300250200150100500
Number Algebra Geometry Data and Chance
551 564541
552549
553531
550525
555519 523
479 496457
470 476502
465 435
415446
405393
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Below Low International Benchmark Low International Benchmark Intermediate International Benchmark
High International Benchmark Advanced International Benchmark
41 34 20 5
18 28 32 19
30 31 16 4
UK
IB
Indian
US
Private - MoE
Public - MoE
3
4 18 36 32 10
2 13 37 37 11
19
3 13 30 36 18
Private - UK
Private - Indian
Private - IB
Private - US
Private - MoE
Public - MoE
600550500450400350300250200150100500
Knowing Applying Reasoning
560 554 551536 532 528 530 527 527
470 467 460449 450 445
419 421 422
Males Females
562 550 550 556
541 544 542 527 532488 472 478 495 470 472
431 407 413
Grade 8 Mathematics- Gender DifferentialMales outperform Females outperform
13
10
1
12
3
1
478
600550500450400350300250200150100500
Knowing Applying Reasoning
UK Indian IB US Private - MoE Public - MoE
UK Indian IB US Private - MoE Public - MoE
UK Indian IB US Private - MoE Public - MoE
Figure 18 below depicts the trends in mathematics achievement for Grade 8 by curriculum. The
results mirror that of overall trends in Grade 8 mathematics, showing an increase in student
performance over time. Private-MoE schools saw the most improvement at 40 points, while IB
schools improved the least, an average of 10 points.
Figure 18: Trends in Mathematics Achievement – Comparing Grade 8 2011 to Grade 8 2015
24 25
3.2 Achievement by Science
3.2.1 Science in Grade 4
Figure 19 presents overall achievement results by school curriculum type in Grade 4 science.
Students attending Indian curriculum schools achieved the highest scores on average, at 58 points
above the international average. Students in UK curriculum and IB schools also performed well,
scoring on average 55 and 31 points respectively above the international average. As was the
case in Grade 4 mathematics, UK and IB were the only curricula whose average scale score was
above the international average. Students in US curriculum schools outperformed those in both
Public-MoE and Private-MoE curriculum schools, with an average score of 465, but scored below
their peers in UK, Indian, and IB schools. Students in Private-MoE schools fared better than those in
Public-MoE schools, scoring on average at 441, nearly 30 points above those in Public-MoE schools.
Figure 19: Overall Achievement Results by School Curriculum Type – Grade 4 Science
Grade 4 Science Overall Average
Figure 20 illustrates achievement results against international benchmarks by curriculum type.
The highest proportion of students achieving the advanced and high benchmark levels was found
amongst students at two school types: those offering the Indian curriculum and those offering the
UK curriculum. Twenty-one percent of students at Indian curriculum schools and 20% of students
at UK curriculum schools achieved at the advanced international benchmark level. This is a level at
which students display advanced capacity in applying knowledge and understanding of scientific
processes and relationships. Additionally, approximately 35% of students in UK and Indian schools
scored at the high international benchmark, meaning they were found to be proficient in applying
their knowledge and understanding of the sciences to explain phenomena in everyday and abstract
contexts. The majority of students in Indian and UK schools were scoring at or above the high
international benchmark in Grade 4 science.
The level of achievement of the majority (52%) of students studying in US curriculum schools was
at the low benchmark level or below. Thirty-three percent of students at schools delivering the
Private-MoE curriculum displayed achievement levels below the low international benchmark. The
percentage of students who displayed achievement levels below the low was even higher for those
in schools delivering the Public-MoE curriculum - 45%. Below the low international benchmark is
a critically low level at which students can only complete basic tasks. UK and Indian schools had no
more than 5% of students performing at this level.
Figure 20: Achievement Results against International Benchmarks by School Curriculum Type –
Grade 4 Science
Grade 4 Science - International Benchmarks
Figure 21 in this section presents the trends in science achievement for Grade 4 by curriculum.
In general, the results mirror that of overall trends in Grade 4 science, showing an increase in
student performance over time. The exception to that was students in IB schools. On average, their
performance declined slightly in 2015; it declined by two points. IB schools dropped from being one
of the top two performing curricula types to being the third highest performing. In other words, IB
schools were still performing well, just not quite as well as in the past. All other school types saw
Indian
UK
IB
US
Private - MoE
Public - MoE 45 26 19 8 2
33 29 26 11 1
26 27 16 5
5 17 37 30 11
5 12 27 36 20
26
3 12 29 35 21
Below Low International Benchmark Low International Benchmark Intermediate International Benchmark
High International Benchmark Advanced International Benchmark
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
600550500450400350300250200150100500
UK Indian IB US Private - MoE Public - MoE
Dubai Average: 518
558 555531
441 412TIMSS Scale Average
465
26 27
improvements in science achievement, with Indian schools seeing the most improvement at 80
points.
Figure 21: Trends in Science Achievement – Comparing Grade 4 2011 to Grade 4 2015
3.2.2 Science in Grade 8
Figure 22 below shows overall achievement results by school curriculum type in Grade 8 science.
Students attending UK curriculum schools achieved the highest scores on average, at 68 points
above the international average. Students in Indian curriculum and IB schools also performed well,
both scoring on average approximately 50 points above the international average. Students in
Private-MoE and US curriculum schools scored similarly at 488 and 486, respectively. Students in
Public-MoE schools scored the lowest at 428.
Figure 22: Overall Achievement Results by School Curriculum Type
Grade 8 Science Overall Average
Figure 23 below displays achievement results against international benchmarks by curriculum type.
The highest proportion of students achieving the advanced and high benchmark levels was found
amongst students in school types offering the UK, IB, and Indian curricula. Twenty-four percent of
students at UK curriculum schools, 18% of students at Indian curriculum schools, and 13% of students
at IB schools achieved at the advanced international benchmark level. Additionally, approximately
40% of students in UK, Indian, and IB schools scored at the high international benchmark. The
majority of students in Indian and UK schools were scoring at or above the high international
benchmark in Grade 8 science.
The level of achievement of 43% of students studying in US curriculum schools was at the low
benchmark level or below. Forty-one percent of students at schools delivering the Private-MoE
curriculum displayed achievement levels at the low benchmark level or below. In Public-MoE
schools, 37% of students scored below the low international benchmark, which is a critically low
600550500450400350300250200150100500
UK Indian IB US Private - MoE Public - MoE
Dubai Average: 524568 556 550
428TIMSS Scale Average
488486
28 29
level at which students can only complete basic tasks. UK, Indian, and IB schools had 3% or less of
their students performing at this level.
Figure 23: Achievement Results against International Benchmarks by School Curriculum Type –
Grade 8 Science
Grade 8 Science- International Benchmarks
Figure 24 below plots the trends in science achievement for Grade 8 by curriculum. In general, the
results mirror that of overall trends in Grade 8 science, showing an increase in student performance
over time. Private-MoE schools saw the most improvement at 48 points, while IB schools improved
the least, an average of seven points.
Figure 24: Trends in Science Achievement – Comparing Grade 8 2011 to Grade 8 2015 SECTION 4: Achievement by Gender
Indian
UK
IB
US
Private - MoE
Public - MoE
Below Low International Benchmark Low International Benchmark Intermediate International Benchmark
High International Benchmark Advanced International Benchmark
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
37 34 22 6 1
18 25 32 20 5
24 33 21 5
2 11 33 41 13
2 11 32 37 18
17
3 10 25 38 24
30 31
Achievement by Gender
Figure 25 below depicts performance on TIMSS 2015 by gender in Dubai’s private schools across
grades and subject areas. In both Grades 4 and 8, females outperformed males in science. Conversely,
boys in both grades on average outperformed girls in mathematics. However, the difference was
slight enough so as to be practically insignificant, with only a two-point difference between genders
in Grade 4 and a four-point difference in Grade 8.
Figure 25: Average Scale Scores by Gender in Dubai
TIMSS 2015 Achievement by Gender in Dubai Private Schools
TIMSS 2015 Achievement by Type of School to Overall in the Dubai 600
500
400
300
200
100
0Mathematics Grade 4 Science Grade 4 Mathematics Grade 8 Science Grade 8
511 521
421 412
518 530512 524
420
524 537
428
510512
524
510514
529
520
512
TIMSS 2015 Achievement by gender in Dubai
530
525
520
515
510
505
500
Overall Private Public
545
540
535
530
525
520
515
510
505Mathematics Grade 4 Science Grade 4 Mathematics Grade 8 Science Grade 8
520522
535
525522
526
542
533
Female Male
Mathematics Grade 4 Science Grade 4 Mathematics Grade 8 Science Grade 8
Females Males
SECTION 5: Performance of Emirati students
32 33
5.2 Achievement by Grade and Curriculum
Table 1 below compares the achievement of Emirati students in Grade 4 to that of their expatriate
peers. In Grade 4, non-Emirati students outperformed their Emirati peers in all curricula in both
subjects tested. Emirati students in UK curriculum schools performed relatively better than their
Emirati peers in US curriculum schools, as well as those in both IB and Private-MoE schools.
On average, Emirati students enrolled in UK curriculum schools performed the best, above the
international average of 500 in mathematics and only slightly below 500 in science. Those Emirati
students enrolled in Private-MoE schools scored the lowest on average in both mathematics and
science.
Table 1: Performance of Emirati Students in Grade 4 by School Curriculum Type
School Curriculum type Nationality Mathematics Science
UK Emirati 502(8.3) 492(9.4)
Non Emirati 559(2.9) 563(3.1)
IB Emirati 490(8.2) 483(10.4)
Non Emirati 535(5.0) 540(4.9)
USEmirati 438(4.4) 431(5.9)
Non Emirati 492(4.2) 496(4.7)
Private - MoE
Emirati 437(6.7) 418(10.9)
Non Emirati 455(3.6) 452(6.0)
Standard errors in parentheses
Performance of Emirati Students in TIMSS 2015
KHDA has continuously collected data about the quality of education received by Emirati students
in private schools in Dubai, as well as information on the factors associated with their education. In
the 2015 cycle of TIMSS, 2,296 Emirati students (equivalent to 30% of the sample) were tested in
Grade 4; two thousand and six Emirati students (33% of the sample) were tested in Grade 8. This
section aims to describe the overall performance of Emirati students and their different levels of
achievement across the different curricula and compare them to their expatriate peers. Because
Emirati students are concentrated in schools offering only a few of the curriculum types, namely UK,
US, IB, and Private-MoE, this section focuses on Emirati students attending schools offering those
curricula.
5.1 Trends of Emirati Students’ Performance
Figure 26 below compares the performance of Emirati students in the TIMSS 2015 cycle to that of
those in the 2011 cycle. Clearly, Emirati students have improved across the board, mirroring the
improvement seen in Dubai students as a whole. The improvements were more pronounced in Grade
4 (also in keeping with overall trends) as compared with Grade 8, but significant improvements
were seen across both grade levels and subjects.
Figure 26: Trends for Emirati Students in Dubai from 2011 to 2015
445444440437
414
400
387
34 35
Standard errors in parentheses
School Curriculum type Nationality Mathematics Science
UK Emirati 499(9.5) 507(10.3)
Non Emirati 559(3.4) 574(2.3)
IB Emirati 525(9.7) 526(9.9)
Non Emirati 549(9.4) 552(8.5)
USEmirati 439(4.7) 443(7.2)
Non Emirati 509(10.2) 518(9.2)
Private - MoE Emirati 450(6.7) 447(8.5)
Non Emirati 490(3.6) 505(4.6)
Table 2 below compares the achievement of Emirati students in Grade 8 to that of their expatriate
peers. Emirati students enrolled in IB schools scored substantially higher than their speers in UK,
US, or Private-MOE schools, with those in Private-MoE schools performing the worst relative to their
peers. However, unlike in the case of Grade 4 students, Grade 8 Emirati students in Private-MoE
schools performed better than their Emirati peers in private US curriculum schools.
Table 2: Performance of Emirati Students in Grade 8 by School Curiculum Type
SECTION 6: Dubai School Inspections and TIMSS 2015
36 37
Grade 4 Mathematics - TIMSS & Inspection Ratings Grade 8 Mathematics - TIMSS & Inspection Ratings
6.1 Inspection and TIMSS 2015 results
One of KHDA’s main approaches to overseeing the development of Dubai private schools has been
to ensure that school owners, boards of governors and school leaders demonstrate accountability
for the improvement of the quality of educational provision they provide to all of their students.
One way of ensuring this accountability has been through rigorous annual inspections against a
demanding inspection framework set to international standards. The inspection framework and
school inspection reports have been published annually to ensure that this accountability process is
transparent to all stakeholders.
From 2008 to 2015, inspectors evaluated seven key quality indicators to determine judgements
using a four-point scale. The four levels on the scale corresponded to one of four ratings: outstanding,
good, acceptable, and unsatisfactory. During each inspection, inspectors judge the quality of
students’ attainment in their key learning areas, including mathematics and science, by evaluating
and synthesising different sources of information, such as external and internal assessment data,
international benchmark data and students’ attainment in lessons and in their recent work. The
following section compares the overall school inspection judgements for the 2014-15 academic
year with the results of the TIMSS assessment taken by students in the same schools in 2015.
6.2 Comparison of school inspection judgements and TIMSS results
A representative sample of students from each of Dubai’s private schools sat the TIMSS 2015
assessment during the 2014-15 academic year. When comparing their results with overall inspection
judgements, it becomes evident that there is a clear alignment between the TIMSS results and
overall inspection ratings. The graphs below show this alignment for both science and mathematics,
in both Grade 4 and Grade 8 tests.
Figure 27: TIMSS and Inspection Ratings
Furthermore, the graphs below illustrate that in schools rated by KHDA as good or outstanding,
a significantly higher percentage of students performed at the high and advanced international
benchmark levels in mathematics and science in both Grade 4 and Grade 8 tests. Similarly,
more students in acceptable and unsatisfactory schools performed at the ‘low’ and ‘below low’
international benchmark levels.
Figure 28: International Benchmark Level and Inspection Ratings
Grade 4 Mathematics - International Benchmarks and Inspection Ratings
Grade 4 Science - International Benchmarks and Inspection Ratings
Grade 4 Science - TIMSS & Inspection Ratings Grade 8 Science - TIMSS & Inspection Ratings
Grade 8 Mathematics - International Benchmarks and Inspection Ratings
Grade 8 Science - International Benchmarks and Inspection Ratings
Outstanding
Good
Acceptable
Weak
650600550500450400350300250200150100500
Outstanding Good Acceptable Weak
Dubai Private School Average :521
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Outstanding
Good
Acceptable
Weak
593
542
489 460
650600550500450400350300250200150100500
Outstanding Good Acceptable Weak
Dubai Private School Average: 524576540
491 461
24 30 31 14 1
14 29 32 20 5
4
8
17 33 34 12
29 40 23
Grade 4 Mathematics - by Benchmarking & Inspection Ratings
Grade 4 Mathematics - TIMSS Results & Inspection Ratings Grade 8 Mathematics - TIMSS Results & Inspection Ratings
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Grade 8 Mathematics - by Benchmarking & Inspection Ratings
26 25 31 20 3
15 28 32 20 5
4 15 34 32 15
4 20 43 33
Below Low International Benchmark Low International Benchmark Intermediate International Benchmark
High International Benchmark Advanced International Benchmark
Below Low International Benchmark Low International Benchmark Intermediate International Benchmark
High International Benchmark Advanced International Benchmark
Outstanding
Good
Acceptable
Weak
650600550500450400350300250200150100500
Outstanding Good Acceptable Weak
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Outstanding
Good
Acceptable
Weak
650600550500450400350300250200150100500
Outstanding Good Acceptable Weak
Grade 4 Science - by Benchmarking & Inspection Ratings
Grade 4 Science - TIMSS Results & Inspection Ratings Grade 8 Science - TIMSS Results & Inspection Ratings
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Grade 8 Science - by Benchmarking & Inspection Ratings
Below Low International Benchmark Low International Benchmark Intermediate International Benchmark
High International Benchmark Advanced International Benchmark
Below Low International Benchmark Low International Benchmark Intermediate International Benchmark
High International Benchmark Advanced International Benchmark
Dubai Private School Average : 530590
554
499 464
Dubai Private School Average : 538588
557502
472
31 21 24 19 4
17 21 30 23 9
5
5 12 29 35 19
4 22 46 29
22 25 31 18
13 23 33 24 7
3 11 29 38 19
4 25 43 28
Outstanding
Good
Acceptable
Weak
650600550500450400350300250200150100500
Outstanding Good Acceptable Weak
Dubai Private School Average :521
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Outstanding
Good
Acceptable
Weak
593
542
489 460
650600550500450400350300250200150100500
Outstanding Good Acceptable Weak
Dubai Private School Average: 524576540
491 461
24 30 31 14 1
14 29 32 20 5
4
8
17 33 34 12
29 40 23
Grade 4 Mathematics - by Benchmarking & Inspection Ratings
Grade 4 Mathematics - TIMSS Results & Inspection Ratings Grade 8 Mathematics - TIMSS Results & Inspection Ratings
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Grade 8 Mathematics - by Benchmarking & Inspection Ratings
26 25 31 20 3
15 28 32 20 5
4 15 34 32 15
4 20 43 33
Below Low International Benchmark Low International Benchmark Intermediate International Benchmark
High International Benchmark Advanced International Benchmark
Below Low International Benchmark Low International Benchmark Intermediate International Benchmark
High International Benchmark Advanced International Benchmark
Outstanding
Good
Acceptable
Weak
650600550500450400350300250200150100500
Outstanding Good Acceptable Weak
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Outstanding
Good
Acceptable
Weak
650600550500450400350300250200150100500
Outstanding Good Acceptable Weak
Grade 4 Science - by Benchmarking & Inspection Ratings
Grade 4 Science - TIMSS Results & Inspection Ratings Grade 8 Science - TIMSS Results & Inspection Ratings
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Grade 8 Science - by Benchmarking & Inspection Ratings
Below Low International Benchmark Low International Benchmark Intermediate International Benchmark
High International Benchmark Advanced International Benchmark
Below Low International Benchmark Low International Benchmark Intermediate International Benchmark
High International Benchmark Advanced International Benchmark
Dubai Private School Average : 530590
554
499 464
Dubai Private School Average : 538588
557502
472
31 21 24 19 4
17 21 30 23 9
5
5 12 29 35 19
4 22 46 29
22 25 31 18
13 23 33 24 7
3 11 29 38 19
4 25 43 28
38 39
Conclusion
TIMSS 2015 marked Dubai’s third cycle of participation and another opportunity to evaluate students
in Dubai in terms of their progress both in comparison to their international peers and to Grade 4
and Grade 8 students in Dubai who participated in past cycles of TIMSS. TIMSS 2015 also marked
the first cycle for measuring Dubai’s achievement against the UAE’s National Agenda targets. The
performance of Dubai’s private schools in TIMSS 2015 has improved significantly, and as a result
Dubai has exceeded the UAE’s National Agenda target for Grade 8 in TIMSS.
The impressive results of Dubai in TIMSS 2015 would not have happened without the schools
embracing the spirit of the UAE National Agenda and putting all efforts towards achieving their
individual targets. Inspection results of 2015-2016 showed that in response to the UAE National
Agenda, Dubai’s private schools shared good practice, collaborated and adopted different internal
initiatives. The results also showed that the majority of the schools met the expectations of the UAE
National Agenda Parameter. This initiative, in addition to the others adopted by both KHDA and the
schools, affected Dubai’s performance in TIMSS 2015.
It is important to highlight, unlike Dubai’s performance in Grade 8, that students in Grade 4 improved
significantly but are still below the expectations of the UAE National Agenda. TIMSS 2015 results
clearly indicate that Dubai’s next target area should be primary students. Further analysis of TIMSS
2015 should focus on Grade 4 in order to provide all stakeholders with data needed to understand,
evaluate and improve primary students’ outcomes. Similar to other international assessment
findings, the results of TIMSS 2015 can initiate integrated research and analysis for evidence-based
decision-making that can enhance students’ achievements in mathematics and science.
Glossary
• A benchmarking participant/entity
An educational entity within a country (such as a city or province) that participates in TIMSS with a sufficiently representative sample to compare itself to countries. Examples of benchmarking participants include: Dubai-UAE, Florida-USA, and Ontario- Canada.
• IEA
The International Association for the Evaluation of Educational Achievement.
• Cognitive domain
A set of skills and/or behaviors required across different content domains in TIMSS.
• International benchmarks
A scale of four levels of performance, with each level summarizing achievement in relation to students’ expected knowledge and skills.
• Standard deviation
A measure representing variation within data, it is also set by the IEA to a constant 100 in TIMSS.
• Standard error
A measure of the accuracy of an estimated quantity. It symbolizes the precision with which the quantity has been obtained.
• Confidence interval
An interval which has a known and controlled probability (generally 95% or 99%) to contain the true value of an estimated quantity such as the average score.
40 41
TIMSS Cognitive Domains
TIMSS Content Domains – Grade 8 – Private Schools
Number Geometric Shapes & Measures Data Display
Grade 4: Science
45%
20%
35%
Grade 4: Mathematics
50%
15%
35%Life Science Physical Science Earth Science
Grade 8: Mathematics
Number Algebra Geometry Data & Chance
20%
20%
30%
30%
Grade 8: Science
Biology Chemistry PhysicsEarth Science
20%35%
20%
25%
Appendices
Appendix I: Content and Cognitive Domains
Target Percentages of Content Domains in Grade 4 in TIMSS 2015
Target Percentages of Content Domains in Grade 8 in TIMSS 2015
Grade 4
ScienceContent DomainsMathematicsContent Domains
531(2.7)Life Science524(1.7)Number
532(2.2)Physical Science512(1.2)Geometric Shapes
522(2.6)Earth Science527(1.6)Data Display
What are TIMSS’ Cognitive Domains?
• Knowing: the student’s knowledge base of mathematical and scientific facts,
concepts,tools, and procedures
• Applying: the student’s ability to apply knowledge and conceptual understanding in a
problem situation
• Reasoning: goes beyond the solution of routine problems to encompass
unfamiliarsituations, complex contexts, and multi-step problems
Grade 8
ScienceContent DomainsMathematicsContent Domains
538(2.6)Biology521(2.7)Number
532(2.2)Chemistry541(2.9)Algebra
522(2.6)Physics509(2.9)Geometry
530(2.4)Earth Science517(3.0)Data and Chance
TIMSS Cognitive Domain – Private Schools
Grade 8Grade 4
ScienceMathematicsScienceMathematicsDomains
35%35%40%40%Knowing
35%40%40%40%Applying
30%25%20%20%Reasoning
42 43
TIMSS Cognitive Domain – Private Schools
Performance on Content and Cognitive Domains by Curriculum
Grade 4 – Mathematics
Performance in Content Domains by School Curriculum Type – Grade 4 Mathematics
Performance in Cognitive Domains by School Curriculum Type
Grade 8 – Mathematics
Performance in Content Domains by School Curriculum Type – Grade 8 Mathematics
Grade 8Grade 4
ScienceMathematicsScienceMathematicsCognitive Domains
540(2.7)533(2.6)535(2.5)525(2.0)Knowing
538(2.8)518(2.6)529(2.9)520(1.9)Applying
533(2.3)522(2.9)523(3.0)517(1.8)Reasoning
600550500450400350300250200150100500
UK Indian IB US Private - MoE Public - MoE
Dubai Average: 511553534 528
467449 421
Grade 4 Mathematics - Gender Differential by School Curriculum Type
TIMSS Scale Average
600550500450400350300250200150100500
Number Geometric Shapes Data Display
556550
562537 521 540 530 523 540
471452 470 451 446 444
422 421 420
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Below Low International Benchmark Low International Benchmark Intermediate International Benchmark
High International Benchmark Advanced International Benchmark
41 32 20 7
28 32 30 9
31 29 12 5
UK
Indian
IB
US
Private - MoE
Public - MoE
1
5 19 36 30 10
4 18 37 30 11
23
3 13 30 35 19
Private - UK
Private - Indian
Private - IB
Private - US
Private - MoE
Public - MoE
600550500450400350300250200150100500
Knowing Applying Reasoning
560 554 551536 532 528 530 527 527
470 467 460449 450 445
419 421 422
Males Females
Grade 4 Mathematics- Gender DifferentialMales outperform Females outperform
5
10
1
15
26
8
UK Indian IB US Private - MoE Public - MoE
UK Indian IB US Private - MoE Public - MoE
600550500450400350300250200150100500
UK Indian IB US Private - MoE Public - MoE
Dubai Average: 511553534 528
467449 421
Grade 4 Mathematics - Gender Differential by School Curriculum Type
TIMSS Scale Average
600550500450400350300250200150100500
Number Geometric Shapes Data Display
556550
562537 521 540 530 523 540
471452 470 451 446 444
422 421 420
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Below Low International Benchmark Low International Benchmark Intermediate International Benchmark
High International Benchmark Advanced International Benchmark
41 32 20 7
28 32 30 9
31 29 12 5
UK
Indian
IB
US
Private - MoE
Public - MoE
1
5 19 36 30 10
4 18 37 30 11
23
3 13 30 35 19
Private - UK
Private - Indian
Private - IB
Private - US
Private - MoE
Public - MoE
600550500450400350300250200150100500
Knowing Applying Reasoning
560 554 551536 532 528 530 527 527
470 467 460449 450 445
419 421 422
Males Females
Grade 4 Mathematics- Gender DifferentialMales outperform Females outperform
5
10
1
15
26
8
UK Indian IB US Private - MoE Public - MoE
UK Indian IB US Private - MoE Public - MoE
600550500450400350300250200150100500
UK IB Indian US Private - MoE Public - MoE
Dubai Average: 512554547 533
479420
Grade 8 Mathematics - Gender Differential by School Curriculum Type
TIMSS Scale Average
600550500450400350300250200150100500
Number Algebra Geometry Data and Chance
551 564541
552549
553531
550525
555519 523
479 496457
470 476502
465 435
415446
405393
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Below Low International Benchmark Low International Benchmark Intermediate International Benchmark
High International Benchmark Advanced International Benchmark
41 34 20 5
18 28 32 19
30 31 16 4
UK
IB
Indian
US
Private - MoE
Public - MoE
3
4 18 36 32 10
2 13 37 37 11
19
3 13 30 36 18
Private - UK
Private - Indian
Private - IB
Private - US
Private - MoE
Public - MoE
600550500450400350300250200150100500
Knowing Applying Reasoning
560 554 551536 532 528 530 527 527
470 467 460449 450 445
419 421 422
Males Females
562 550 550 556
541 544 542 527 532488 472 478 495 470 472
431 407 413
Grade 8 Mathematics- Gender DifferentialMales outperform Females outperform
13
10
1
12
3
1
478
600550500450400350300250200150100500
Knowing Applying Reasoning
UK Indian IB US Private - MoE Public - MoE
UK Indian IB US Private - MoE Public - MoE
UK Indian IB US Private - MoE Public - MoE
44 45
Performance in Cognitive Domains by School Curriculum Type – Grade 8 Mathematics Performance in Cognitive Domains by School Curriculum Type – Grade 4 Science
Grade 4 – Science
Performance in Content Domains by School Curriculum Type – Grade 4 Science
Grade 8 – Science
Performance in Content Domains by School Curriculum Type – Grade 8 Science
600550500450400350300250200150100500
UK IB Indian US Private - MoE Public - MoE
Dubai Average: 512554547 533
479420
Grade 8 Mathematics - Gender Differential by School Curriculum Type
TIMSS Scale Average
600550500450400350300250200150100500
Number Algebra Geometry Data and Chance
551 564541
552549
553531
550525
555519 523
479 496457
470 476502
465 435
415446
405393
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Below Low International Benchmark Low International Benchmark Intermediate International Benchmark
High International Benchmark Advanced International Benchmark
41 34 20 5
18 28 32 19
30 31 16 4
UK
IB
Indian
US
Private - MoE
Public - MoE
3
4 18 36 32 10
2 13 37 37 11
19
3 13 30 36 18
Private - UK
Private - Indian
Private - IB
Private - US
Private - MoE
Public - MoE
600550500450400350300250200150100500
Knowing Applying Reasoning
560 554 551536 532 528 530 527 527
470 467 460449 450 445
419 421 422
Males Females
562 550 550 556
541 544 542 527 532488 472 478 495 470 472
431 407 413
Grade 8 Mathematics- Gender DifferentialMales outperform Females outperform
13
10
1
12
3
1
478
600550500450400350300250200150100500
Knowing Applying Reasoning
UK Indian IB US Private - MoE Public - MoE
UK Indian IB US Private - MoE Public - MoE
UK Indian IB US Private - MoE Public - MoE
600
550
500
450
400
350
300
250
200
150
100
50
0
Life Science Physical Science Earth Science
560 562551
600
550
500
450
400
350
300
250
200
150
100
50
0
573 555547
556 554 551531 532 532
462 466 65443 442 415 411 416
392
556 558 547535 529 525
468 464 453425
449437 400 418 408
UK Indian IB US Private - MoE Public - MoE
UK Indian IB US Private - MoE Public - MoE
Knowing Applying Reasoning
600
550
500
450
400
350
300
250
200
150
100
50
0
Life Science Physical Science Earth Science
560 562551
600
550
500
450
400
350
300
250
200
150
100
50
0
573 555547
556 554 551531 532 532
462 466 65443 442 415 411 416
392
556 558 547535 529 525
468 464 453425
449437 400 418 408
UK Indian IB US Private - MoE Public - MoE
UK Indian IB US Private - MoE Public - MoE
Knowing Applying Reasoning
600
550
500
450
400
350
300
250
200
150
100
50
0
Biology Chemistry Physics Earth Science
571 574 572562
600
550
500
450
400
350
300
250
200
150
100
50
0
573 569 567 563 557548
553548552
494487 479 483 487
485
428 428423
559 562 555549 551 552 552545
478501
482 481 486484 491 477
421434 423421
UK Indian IB US Private - MoE Public - MoE
UK Indian IB US Private - MoE Public - MoE
Knowing Applying Reasoning
46 47
Appendix II: TIMSS International BenchmarksPerformance in Cognitive Domains by School Curriculum – Grade 8 Science
GRADE 4 - MATHEMATICSADVANCED INTERNATIONAL BENCHMARK - 625
Students can apply their understanding and knowledge in a variety of relatively complex situations and explain their
reasoning. They can solve a variety of multi-step word problems involving whole numbers. Students at this level
show an increasing understanding of fractions and decimals. They can apply knowledge of a range of two- and three-
dimensional shapes in a variety of situations. They can interpret and represent data to solve multi-step problems.
HIGH INTERNATIONAL BENCHMARK - 550
Students can apply their knowledge and understanding to solve problems. They can solve word problems involving
operations with whole numbers, simple fractions, and two-place decimals. Students demonstrate understanding of
geometric properties of shapes and of angles that are less than or greater than a right angle. Students can interpret
and use data in tables and a variety of graphs to solve problems.
Students have some basic mathematical knowledge. They can add and subtract whole numbers, have some
understanding of multiplication by one-digit numbers, and can solve simple word problems. They have some
knowledge of simple fractions, geometric shapes, and measurement. Students can read and complete simple bar
graphs and tables.
INTERMEDIATE INTERNATIONAL BENCHMARK - 475
Students can apply basic mathematical knowledge in simple situations. They demonstrate an understanding of whole
numbers and some understanding of fractions and decimals. Students can relate two- and three- dimensional shapes
and identify and draw shapes with simple properties. They can read and interpret bar graphs and tables.
LOW INTERNATIONAL BENCHMARK - 400
600
550
500
450
400
350
300
250
200
150
100
50
0
Biology Chemistry Physics Earth Science
571 574 572562
600
550
500
450
400
350
300
250
200
150
100
50
0
573 569 567 563 557548
553548552
494487 479 483 487
485
428 428423
559 562 555549 551 552 552545
478501
482 481 486484 491 477
421434 423421
UK Indian IB US Private - MoE Public - MoE
UK Indian IB US Private - MoE Public - MoE
Knowing Applying Reasoning
48 49
GRADE 8 - MATHEMATICSADVANCED INTERNATIONAL BENCHMARK - 625
Students can apply and reason in a variety of problem situations, solve linear equations, and make generalizations.
They can solve a variety of fraction, proportion, and percent problems and justify their conclusions. Students can use
their knowledge of geometric figures to solve a wide range of problems about area. They demonstrate understanding
of the meaning of averages and can solve problems involving expected values.
HIGH INTERNATIONAL BENCHMARK - 550
Students can apply their understanding and knowledge in a variety of relatively complex situations. They can use
information to solve problems involving different types of numbers and operations. They can relate fractions,
decimals, and percentages to each other. Students at this level show basic procedural knowledge related to algebraic
expressions. They can solve a variety of problems with angles including those involving triangles, parallel lines,
rectangles, and similar figures. Students can interpret data in a variety of graphs and solve simple problems involving
outcomes and probabilities.
Students have some knowledge of whole numbers and basic graphs.
INTERMEDIATE INTERNATIONAL BENCHMARK - 475
Students can apply basic mathematical knowledge in a variety of situations. They can solve problems involving
negative numbers, decimals, percentages, and proportions. Students have some knowledge of linear expressions and
two- and three-dimensional shapes. They can read and interpret data in graphs and tables. They have some basic
knowledge of chance.
LOW INTERNATIONAL BENCHMARK - 400
GRADE 4 - SCIENCEADVANCED INTERNATIONAL BENCHMARK - 625
Students demonstrate knowledge of characteristics and life processes of a variety of organisms, communicate
understanding of relationships in ecosystems and interactions between organisms and their environment, and
communicate and apply knowledge of factors related to human health. They communicate understanding of
properties and states of matter and physical and chemical changes, apply some knowledge of forms of energy and
energy transfer, and show some knowledge of forces and an understanding of their effect on motion. Students
communicate understanding of Earth’s structure, physical characteristics, processes, and history and show knowledge
of Earth’s revolution and rotation. Students demonstrate basic knowledge and skills related to scientific inquiry,
recognizing how a simple experiment should be set up, interpreting the results of an investigation, reasoning and
drawing conclusions from descriptions and diagrams, and evaluating and supporting an argument.
HIGH INTERNATIONAL BENCHMARK - 550
Students communicate knowledge of characteristics of plants, animals, and their life cycles, and apply knowledge of
ecosystems and of humans’ and organisms’ interactions with their environment. Students communicate and apply
knowledge of states and properties of matter, and of energy transfer in practical contexts, as well as showing some
understanding of forces and motion. Students apply knowledge of Earth’s structure, physical characteristics, processes,
and history and show basic understanding of the Earth-Moon-Sun system. Students compare, contrast, and make
simple inferences using models, diagrams, and descriptions of investigations, and provide brief descriptive responses
using science concepts, both in everyday and abstract contexts, conclusions from descriptions and diagrams, and
evaluating and supporting an argument.
Students demonstrate some basic knowledge of behavioral and physical characteristics of plants and animals as well
as of the interaction of living things with their environments, and apply knowledge of some facts related to human
health. Students show basic knowledge of states of matter and physical properties of matter. They interpret simple
diagrams, complete simple tables, and provide short, fact-based written responses.
INTERMEDIATE INTERNATIONAL BENCHMARK - 475
Students demonstrate some knowledge of life processes of plants and humans, communicate and apply knowledge
of the interaction of living things with their environments as well as impacts humans can have on their environment,
and communicate knowledge of basic facts related to human health. They apply knowledge about some properties
of matter and about some facts related to electricity and to energy transfer, and apply elementary knowledge of
forces and motion. They show some understanding of Earth’s physical characteristics and demonstrate some basic
knowledge of Earth in the solar system. Students interpret information in diagrams, apply factual knowledge to
everyday situations, and provide simple explanations for biological and physical phenomena.
LOW INTERNATIONAL BENCHMARK - 400
50 51
GRADE 8 - SCIENCEADVANCED INTERNATIONAL BENCHMARK - 625
Students apply knowledge of cells and their functions as well as characteristics and life processes of organisms. They
demonstrate understanding of diversity, adaptation, and natural selection among organisms, and of ecosystems
and the interaction of organisms with their environment. Students apply knowledge of life cycles and heredity in
plants and animals. Students demonstrate knowledge of the composition and physical properties of matter and
apply knowledge of chemical and physical change in practical and experimental contexts. Students communicate
understanding of physical states and changes in matter in practical and experimental contexts, apply knowledge of
energy transfer, and demonstrate knowledge of electricity and magnetism. Students communicate understanding
of forces and pressure and demonstrate knowledge of light and sound in practical and abstract situations. Students
communicate understanding of Earth’s structure, physical features, and resources as well as of Earth in the solar
system. Students show understanding of basic aspects of scientific investigation. They identify which variables to
control in an experimental situation, compare information from several sources, combine information to predict and
draw conclusions, and interpret information in diagrams, maps, graphs, and tables to solve problems. They provide
written explanations to communicate scientific knowledge.
HIGH INTERNATIONAL BENCHMARK - 550
Students apply knowledge of cells and their functions and of the characteristics and life processes of organisms.
They communicate understanding of ecosystems and the interaction of organisms with their environment and apply
some knowledge of human health related to nutrition and infectious disease. Students show some knowledge and
understanding of the composition and properties of matter and chemical change. They apply basic knowledge of
energy transformation and transfer and of light and sound in practical situations, and demonstrate understanding
of simple electrical circuits and properties of magnets. Students apply their knowledge of forces and motion to
everyday and abstract situations. They apply knowledge of Earth’s physical features, processes, cycles, and history,
and show some understanding of Earth’s resources, their use, and conservation as well as some knowledge of the
interaction between the Earth and the Moon. Students demonstrate some scientific inquiry skills, including selecting
and justifying an appropriate experimental method. They combine and interpret information from various types
of diagrams, graphs, and tables; select relevant information to analyze and draw conclusions; and provide short
explanations conveying scientific knowledge.
Students demonstrate some knowledge of characteristics and life processes of animals and human health. They apply
knowledge of ecosystems, the interaction of living things, and the adaptation of animals to their environments.
Students apply some knowledge of the properties of matter. They also show knowledge of some aspects of force,
motion, and energy. Students apply knowledge of Earth’s processes, resources, and physical features. They interpret
information from tables, graphs, and pictorial diagrams to draw conclusions, apply knowledge to practical situations,
and communicate their understanding through brief descriptive responses.
INTERMEDIATE INTERNATIONAL BENCHMARK - 475
Students apply basic knowledge of ecosystems and adaptation of animals to their environment, show knowledge of
basic facts related to thermal and electrical conductivity and electromagnetism, and show knowledge of some basic
Earth science facts. Students interpret simple pictorial diagrams and apply basic knowledge to practical situations.
LOW INTERNATIONAL BENCHMARK - 400
52
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