The TIMSS curriculum model takes into account
three aspects: the intended curriculum, the implemented curriculum,
and the achieved curriculum. These represent, respectively, the
mathematics and science that society intends for students to learn
and how the education system should be organized to facilitate
An international panel of mathematics and science education and
statistician experts provided guidance for the general form the
assessment frameworks should take. In each cycle several items
of the test are made public and then replaced by new ones.
Tests designers, researchers and the education community can expect
achievement data in mathematics and science to:
and strengthen measurement of trends in mathematics and science
begun in TIMSS 1995 and continued in TIMSS 1999.
informed between-country comparisons of achievement and, in conjunction
with other TIMSS data, suggest reasons for differences.
evaluation of the efficacy of mathematics and science teaching
and learning within each country.
aspects of growth in mathematical and scientific knowledge and
skills in the 2º year of ESO (14 year old students in Compulsory
Provide data for secondary analyses about achievement levels in
different education systems and schools, and about how to improve
the teaching practice.