Use and Impact of TIMSS
Norway participated in TIMSS 1995, TIMSS 2003, TIMSS 2007, TIMSS 2011, and TIMSS 2015, as well as in TIMSS Advanced in 1995, 2008, and 2015. Norway also has participated in the Programme for International Student Assessment (PISA) and IEA’s Teacher Education and Development Study in Mathematics (TEDS-M). Outcomes from these studies have received publicity, attracted professional, political, and public interest, and generated public debate, which prompted the Ministry of Education and Research to appoint a commission to review the educational situation in Norway. This resulted in significant curriculum reform for the entire school system in 2006. At present, these international surveys play an important role in the national evaluation of educational quality.25
Generally, TIMSS, TIMSS Advanced, and PISA have been influential in setting the agenda for educational discussions in Norway, as well as for action taken to improve student achievement in mathematics and science.26
An important curricular goal in Norway is for all students to receive instruction in accordance with their potential for learning. A recent example of how TIMSS results have influenced educational policy in Norway is the increased awareness of the importance of supporting high achieving students. For a long time, partly due to previous TIMSS results, low achieving students received significant attention and resources; presently, however, there is a growing understanding that high achieving students also need attention and support in order to more fully realize their potential and develop their talents. From a national perspective, this is important in the ongoing discussion regarding student recruitment to STEM educational programs and professions (see the section “Special Initiatives in Mathematics and Science Education,” above).