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TIMSS INTERNATIONAL ASSESSMENT IN MATHEMATICS AND SCIENCES
Usmonova Zulfiya Ilxomovna
Bukhara State Pedagogical Institute
Teacher of the "Primary Education" department.
Jabborova Aziza Babirovna
Bukhara State Pedagogical Institute
A student of the 4th level of primary education.
https://doi.org/10.5281/zenodo.14246449
Abstract.
This article discusses the assessment scope of the TIMSS study. Information
about the curriculum of mathematics and natural sciences is presented. In addition, the evaluation
experiences of the TIMSS 2019 survey are noted.
Key words:
TIMSS, OECD, IEA, TIMSS, curriculum, questionnaire, cognitive
measurement.
Enter.
On the basis of the decision of the Cabinet of Ministers of the Republic of
Uzbekistan "On measures to organize international research in the field of education quality
assessment in the public education system", it was decided to introduce PIRLS, TIMSS, PISA and
TALIS international studies in Uzbekistan. The National Center for the Implementation of
International Research on the Evaluation of Education Quality was established under the
Inspectorate. These international evaluation programs and research within them are organized by
the Organization for Economic Co-operation and Development (OECD) and the International
Association for the Evaluation of Educational Achievements (IEA) in cooperation with the
countries of the world on a certain periodic basis. According to the agreement documents signed
between the State Inspectorate for Quality Control of Education and the OECD and IEA
organizations, Uzbekistan began to participate in the International Student Assessment PISA-2022
(formerly PISA-2021) and the International Program for Assessing Students' Reading
Comprehension PIRLS-2021. Now, participation in the TIMSS-2023 international program has
begun. In this regard, in accordance with the IEA organization's "Official invitation to participate
in International Mathematical and Scientific Research (TIMSS) 2023 trends", on the issue of
Uzbekistan's participation in the TIMSS program for the first time, based on the preliminary
dialogues between the National Center for the Implementation of International Research on the
Evaluation of Educational Quality under the Education Inspectorate, the IEA leadership consent
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was obtained. The leadership of the IEA said that they are pleased with the participation of
Uzbekistan in this study.
RESEARCH MATERIALS AND METHODOLOGY TIMSS (Trends in International
mathematics and science study) is a program for assessing the level of mastery of mathematics and
natural sciences of 4th and 8th grade students, and this study is conducted once in four years. In
addition to comparing the level and quality of knowledge acquired by 4th and 8th grade students
in mathematics and natural sciences in the TIMSS international assessment program, as well as
identifying differences in the national education system, in addition, the content of education in
mathematics and natural sciences in schools, the educational process, the capabilities of the
educational institution, teachers' potential, factors related to students' families are studied. In the
study, to what extent are the students of the 4th and 8th grades of Uzbekistan more literate in
mathematics and natural sciences compared to their peers in other countries? Is math and science
interesting for 4th and 8th graders? How does the family contribute to children's learning of
mathematics and natural sciences? How is the process of teaching mathematics and natural
sciences organized in our country today? Is the process of teaching mathematics and natural
sciences in Uzbekistan unique compared to other countries, and if so, what is it? How do teachers'
methods of teaching mathematics and natural sciences in our country differ from teachers' methods
in other countries? such main issues are studied and researched. The answer to these questions can
be found out based on the results of international evaluation programs conducted in Uzbekistan.
Of course, the interest of every young generation to study exact and natural sciences will change
our education index. Continuous participation in the study every four years allows to monitor the
effectiveness of the education system of our country on a global scale. These programs serve to
improve the quality of education by improving the national evaluation system of the Republic of
Uzbekistan and introducing the competence evaluation system.
RESEARCH FINDINGS
TIMSS surveys have followed updated assessment frameworks for math and science in
each assessment over the 24-year history of TIMSS. There are two dimensions of coverage: the
content area dimension, which indicates the topic being assessed, and the cognitive dimension,
which specifies the thinking processes that should be assessed as students engage with the content.
the usual practice of transfer is followed. The TIMSS 2019 assessment scopes for these
assessments are summarized below:
Mathematics Content Areas
• Fourth Grade: Numbers, Measurement and Geometry, Working with Data
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• Eighth Grade: Numbers, Algebra, Geometry, Working with Data, Statistics, and
Probability Science Content Areas
• Fourth Grade: About Life science, physics, earth science
• Grade eight: biology, chemistry, physics, earth science
Undoubtedly, the experiments, researches and inventions carried out in the field of exact
and natural sciences encourage our republic to be among other foreign countries. In addition to
mathematics, physics, biology, the role of chemistry is incomparable. 4th grade assignments may
be easier than 8th grade assignments, but they encourage the student to think more. TIMSS makes
extensive use of curriculum as a key organizing principle in examining how educational
opportunities are provided to students and the factors that influence student access to these
opportunities. The TIMSS curriculum model has three dimensions: curriculum to be planned,
curriculum to be implemented, and curriculum to be achieved. In turn, they state that students
should be educated in mathematics and natural sciences, as specified in the country's curricula; as
well as how to organize the educational system to facilitate this educational process; a description
of what is actually being taught in classrooms, who is teaching it, and how it is being taught; and
finally, what students have learned and what they think about learning these subjects.
Also, in the TIMSS survey, students, their parents or guardians, teachers, and school
principals are asked to fill out questionnaires about their activities at home and at school and the
conditions for learning math and science. Questionnaires are constructed according to a carefully
developed scope, updated at each assessment through iterative reviews by TIMSS National
Research Coordinators and international experts from the TIMSS Questionnaire Review
Committee. Data from these surveys provide insight into the implementation of educational
policies and practices that can suggest ways to improve education and raise important issues. By
the fourth year of schooling, Plab children are completing basic arithmetic and learning broader
areas and concepts of mathematics. However, for a variety of reasons, there are countries where
most fourth graders are still developing basic numeracy skills. Thus, the IEA has advocated, and
continues to do, ways to offer a relatively non-challenging assessment of mathematics in fourth
grade.
In short, the TIMSS international assessment program teaches students to think deeply and
independently. Conveniences in teaching mathematics and natural sciences for students are
opening the doors of their opportunities at a deepened level. Teachers also have a big role to play
in making the tasks of each assessment program perfect. They need to familiarize themselves more
with the directions of each program.
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For example, I think it is appropriate to study and analyze the areas of the TIMSS program
and create tests of a perfect level that will be understandable to everyone. Only then, when the test
results are checked, it will not be allowed to cause problems among the students. Along with
foreign countries, Uzbekistan is improving its results in international evaluation programs in a
positive way. We should also be among countries such as Finland, Singapore, Hong Kong, and
Japan, which show advanced results in international evaluation programs. For this purpose, we,
the young generation, need to make good use of the opportunities created in order to reach higher
heights.
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