What TIMSS 1999 Countries Have Assessments And Exams in Science?
Assessments and exams that are aligned with the intended curriculum
provide a means for evaluating system- and student-level achievement.
System-wide assessments are designed primarily to inform policy makers
about matters such as national standards of achievement of the intended
curriculum objectives, strengths and weaknesses in the curriculum
or how it is being implemented, and whether educational achievement
is improving or deteriorating. The primary purpose of national public
examinations, while providing information of interest to national
and regional policy makers, is to provide information for making decisions
about individual students.
Exhibit 5.9 shows that almost two-thirds of the participating
countries had national assessments in science, with almost half of
those assessing all students and just over half sampling students.
The number of grades tested ranged from two in England and the Philippines
to six in Korea. Generally, the purpose of system-wide assessments
was to provide feedback to government policy makers and the public,
although some countries provided feedback to individual schools. For
example, in England and Hungary information about individual students
was used for course placement or guidance.
Using public examinations as a way to select students for university
or academic tracks in secondary school can be an important motivating
factor for student achievement (see Exhibit 5.10). Thirty-six countries reported having public
examinations or awards, at one or more grades, that included testing
achievement in science. Most countries held their examinations in
the final year of schooling for certification and selection to higher
education (often, university education). In about one-third of the
countries, public examinations were also used for selection or course
assignment (tracking) within secondary schools.
