TIMSS is a large-scale four-yearly international assessment of mathematics and science performance, attitudes and reported experiences. TIMSS assesses two cohorts: 9- to 10-year-olds (year 5 in England) and 13- to 14-year-olds (year 9). In this article I point to key findings around England’s year 9 science in the latest cycle of TIMSS, including differences in performance by socio-economic, gender, and first-language student groups. The focus, however, is on ways that those close to school science education and teacher education can make productive use of TIMSS findings and resources. I identify at a high level some of the approaches known to have a differentially positive impact on currently underperforming groups. I then suggest how TIMSS questionnaire and released performance items can be directly harnessed in ways consistent with those aspirations.

Useful Links
IEA: www.iea.nl/about

PISA: www.oecd.org/en/about/programmes/pisa.html

TIMSS (home): https://timssandpirls.bc.edu/timss-landing.html

TIMSS 2019 International Results: https://timss2019.org/reports/achievement/index.html#science-8

TIMSS (International): https://timssandpirls.bc.edu/index.html

TIMSS 2023 England: www.gov.uk/government/publications/trends-in-international-mathematics-and-science-study-2023-england

TIMSS 2023 Encyclopedia: https://timss2023.org/encyclopedia

TIMSS 2023 international report: www.iea.nl/studies/iea/timss/timss2023#section-1177

TIMSS 2023 International Benchmarks (Grade 8): https://timss2023.org/results/grade-8-science-achievement-benchmarks

TIMSS 2023 Context Questionnaires: https://timss2023.org/results/context-questionnaires/

TIMSS Released items, e.g.: https://timss2023.org/results/grade-8-science-achievement-benchmarks

EEF Improving Secondary Science Audit Tool: https://d2tic4wvo1iusb.cloudfront.net/production/eef-guidance-reports/science-ks3-ks4/EEF_secondary_science_audit_tool.pdf?v=1753095340

References
Archer, L. and DeWitt, J. (2016) Understanding Young People’s Science Aspirations: How Students Form Ideas About ‘Becoming a Scientist’. London: Routledge.

DeWitt, J., Archer, L. and Mau, A. (2016) Dimensions of science capital: exploring its potential for understanding students’ science participation. International Journal of Science Education, 38(16), 2431–2449.

Education Endowment Foundation (2022) Improving Secondary Science. https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/science-ks3-ks4

Golding, J. (2025) TIMSS 2023: key messages about year 9 science in England. School Science Review, 106(394), 7–9.

Golding, J., Richardson, M., Isaacs, T., Barnes, I., Wilkinson, D., Swensson, C. and Maris, R. (2024) Trends in International Maths and Science Study (TIMSS) 2023 National Report for England Volume 1. London: Department for Education. www.gov.uk/government/publications/trends-in-international-mathematics-and-science-study-2023-england

Gorard, S., See, B. H. and Davies, P. (2012) The Impact of Attitudes and Aspirations on Educational Attainment and Participation. York: Joseph Rowntree Foundation.

Mao, P., Cai, Z., He, J, Chen, X and Fan, X (2021) The relationship between attitude toward science and academic achievement in science: a three-level meta-analysis. Frontiers in Psychology, 12: 784068.

Richardson, M., Golding, J., Isaacs, T., Barnes, I., Swensson, C. and Wilkinson, D. (2024) Trends in International Maths and Science Study (TIMSS) 2023 National Report for England Volume 2. London: Department for Education. www.gov.uk/government/publications/trends-in-international-mathematics-and-science-study-2023-england