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Country

2 Singapore

Korea, Rep. of
Chinese Taipei
Hong Kong SAR
Japan
Russian Federation
Kazakhstan
1 Canada
Ireland
United States
England
Slovenia
Hungary
Norway (9)
2 Lithuania
3 Israel
Australia
Sweden
TIMSS Scale Centerpoint
2 Italy
Malta
New Zealand
Malaysia
United Arab Emirates
Turkey
Bahrain
1 2 Georgia
Lebanon
Qatar
Iran, Islamic Rep. of
Thailand
Chile
Oman
Kuwait
Egypt
Botswana (9)
Jordan
Morocco
South Africa (9)
Saudi Arabia

Average
ScaleScore

SOURCE: IEA's Trends in International Mathematics and Science Study TIMSS 2015

Exhibit 1.2: Distribution of Mathematics Achievement


MathematicsAchievement Distribution

621(3.2)
606(2.6)
599(2.4)
594(4.6)
586(2.3)
538(4.7)
528(5.3)
527(2.2)
523(2.7)
518(3.1)
518(4.2)
516(2.1)
514(3.8)
512(2.3)
511(2.8)
511(4.1)
505(3.1)
501(2.8)
500
494(2.5)
494(1.0)
493(3.4)
465(3.6)
465(2.0)
458(4.7)
454(1.4)
453(3.4)
442(3.6)
437(3.0)
436(4.6)
431(4.8)
427(3.2)
403(2.4)
392(4.6)
392(4.1)
391(2.0)
386(3.2)
384(2.3)
372(4.5)
368(4.6)

h
h
h
h
h
h
h
h
h
h
h
h
h
h
h
h

543(3.9)
522(2.9)
512(2.1)
493(6.4)
487(2.0)
442(4.7)
396(4.2)

h
h
h

i
i
i
i
i
i
i
i
i
i
i
i
i
i
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i

Benchmarking Participants
Quebec, Canada

Ontario, Canada
Dubai, UAE
1 Florida, US
Norway (8)
Abu Dhabi, UAE
Buenos Aires, Argentina

i
i
i
100

200

300

h Country average signi cantly higher than

the centerpoint of the TIMSS 8th grade scale

400

5th

500

600

Percentiles of Performance
25th
75th

700

800

95th

Country average signi cantly lower than


the centerpoint of the TIMSS 8th grade scale
95% Con dence Interval for Average (2SE)

The TIMSS achievement scale was established in 1995 based on the combined achievement distribution of all countries that participated in TIMSS 1995. To provide a point of
reference for country comparisons, the scale centerpoint of 500 was located at the mean of the combined achievement distribution. The units of the scale were chosen so that 100
scale score points corresponded to the standard deviation of the distribution.
Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 25%.
Reservations about reliability because the percentage of students with achievement too low for estimation exceeds 15% but does not exceed 25%.
See Appendix C.2 for target population coverage notes 1, 2, and 3. See Appendix C.8 for sampling guidelines and sampling participation notes , , and .

( ) Standard errors appear in parentheses. Because of rounding some results may appear inconsistent.

Downloaded from timss2015.org/download-center

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