Armenia

Use and Impact of TIMSS

In the former Soviet Union, assessments comprised traditional paper and pencil tests. Curricula and test items were more theoretical and less practical. Armenia’s participation in TIMSS 2003 spurred a process of reform that began in 1999, and the practice of testing for national assessment was introduced gradually in Armenia. Armenia’s educational reform included reviewing curricula and textbooks in addition to introducing new methods of assessment.

During TIMSS 2007 and TIMSS 2011, Armenia already had some experience with the testing process. As such, these cycles of TIMSS led to the introduction of national assessments in different subjects in Armenia. Using TIMSS methods and procedures, Armenia has implemented national assessments that cover Armenian language, literature, and history, known in Armenia as HAAS. Armenia has developed and piloted national assessments that cover science subjects (i.e., physics, chemistry, biology, and geography), known as BAAS, and assessments that cover foreign languages, known as OLAS. TIMSS has had great impact on the process of educational reform in Armenia not only in terms of national assessments, but also on secondary school graduation and university entrance examinations.

Due to the impact of TIMSS on pedagogical reforms in Armenia, the testing process is used widely for all subjects and includes several methods (e.g., continual assessment, final and unified examinations, and national and classroom assessments). The Ministry of Education and Science has based conclusions regarding curricula, textbooks, methods of assessment, and continual assessment in Armenia on TIMSS results.