Dubai TIMSS 2015 · TABLE OF CONTENTS 1 Dubai’s Participation in TIMSS 2015 1.1 Introduction 1.1...

29
Dubai TIMSS 2015 Journey towards the United Arab Emirates National Agenda

Transcript of Dubai TIMSS 2015 · TABLE OF CONTENTS 1 Dubai’s Participation in TIMSS 2015 1.1 Introduction 1.1...

Page 1: Dubai TIMSS 2015 · 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:

Dubai TIMSS 2015Journey towards the United Arab Emirates National Agenda

Page 2: Dubai TIMSS 2015 · 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:

©2017 KNOWLEDGE AND HUMAN DEVELOPMENT AUTHORITY, DUBAI, UAE. ALL RIGHTS RESERVED.

IN THE INTERESTS OF ENHANCING THE VALUE OF THE INFORMATION CONTAINED IN THIS REPORT, YOU MAY DOWNLOAD, PRINT, REPRODUCE AND DISTRIBUTE ANY MATERIAL CONTAINED WITHIN PROVIDED THAT

KHDA IS ACKNOWLEDGED AS THE SOURCE.

Dubai TIMSS 2015Journey towards the United Arab Emirates National Agenda

Page 3: Dubai TIMSS 2015 · 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:

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

36

36

38

39

40

SECTION 1: Dubai’s Participation in TIMSS 2015

Page 4: Dubai TIMSS 2015 · 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:

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.

Page 5: Dubai TIMSS 2015 · 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:

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.

Page 6: Dubai TIMSS 2015 · 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:

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

Page 7: Dubai TIMSS 2015 · 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:

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

Page 8: Dubai TIMSS 2015 · 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:

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%.

Page 9: Dubai TIMSS 2015 · 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:

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

Page 10: Dubai TIMSS 2015 · 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:

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.

Page 11: Dubai TIMSS 2015 · 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:

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%

Page 12: Dubai TIMSS 2015 · 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:

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

Page 13: Dubai TIMSS 2015 · 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:

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.

Page 14: Dubai TIMSS 2015 · 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:

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

Page 15: Dubai TIMSS 2015 · 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:

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

Page 16: Dubai TIMSS 2015 · 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:

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

Page 17: Dubai TIMSS 2015 · 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:

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

Page 18: Dubai TIMSS 2015 · 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:

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

Page 19: Dubai TIMSS 2015 · 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:

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

Page 20: Dubai TIMSS 2015 · 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:

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

Page 21: Dubai TIMSS 2015 · 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:

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

Page 22: Dubai TIMSS 2015 · 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:

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.

Page 23: Dubai TIMSS 2015 · 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:

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

Page 24: Dubai TIMSS 2015 · 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:

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

Page 25: Dubai TIMSS 2015 · 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:

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

Page 26: Dubai TIMSS 2015 · 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:

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

Page 27: Dubai TIMSS 2015 · 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:

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

Page 28: Dubai TIMSS 2015 · 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:

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

Page 29: Dubai TIMSS 2015 · 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:

52

KNOWLEDGE AND HUMAN DEVELOPMENT AUTHORITY

Block 8, Academic City, P. O. Box: 500008, Dubai, UAE Tel: +971 4 364 0000 Fax: +971 4 364 0001

www.khda.gov.ae

#KHDADUBAI #KHDA @KHDA @KHDADUBAI @KHDAOFFICIAL