Reports and data

In 2011, the five yearly testing cycle for PIRLS (Progress in International Reading Literacy Study) came in to alignment with the four-year cycle for TIMSS, allowing countries who were participating in both of these international studies to gain comprehensive information about the achievement of their fourth grade students in three core curriculum areas- reading, mathematics and science. Introduced in 2001, PIRLS is conducted every five years to measure progress in the reading achievement of students in Year 4, as well as trends in the associated home and school contexts for learning to read. Australia participated in PIRLS for the first time in 2011.

The 2011 Progress in International Reading Literacy Study (PIRLS) measured the reading achievement of 300 000 students in their fourth year of schooling across the participating countries. Just over 6000 students from Australia took part. The 2011 Trends in International Mathematics and Science Study (TIMSS) measured the mathematics and science achievement of 600 000 students in their fourth and eighth year of schooling across the participating countries. Just over 6000 Year 4 students and over 7500 Year 8 students from Australia took part.

Towards the end of 2006, over 8000 Australian students in Year 4 and Year 8 participated in the Trends in International Mathematics and Science Study (TIMSS 2007). These students completed tests in mathematics and science achievement, and answered questionnaires on their background and experiences in learning mathematics and science at school. School principals and the students' mathematics and science teachers also completed detailed questionnaires. In 58 other countries students, teachers and principals completed the same tests and questionnaires.

Towards the end of 2002, over 10 000 Australian students in Year 4 and Year 8 participated in the Trends in International Mathematics and Science Study (TIMSS 2002/03). These students completed tests in mathematics and science achievement, and answered questionnaires on their background and experiences in learning mathematics and science at school. School principals and the students' mathematics and science teachers also completed detailed questionnaires. In 45 other countries students, teachers and principals completed the same tests and questionnaires.

The TIMSS-R Video Study, complimentary to TIMSS-R, is a cross-national study of Year 8 classroom mathematics and science teaching. The study involves videotaping and analysing teaching practices in more than one thousand classrooms in various countries. Eighty-seven Australian schools took part in the TIMSS-R Video Study in 1999. The study was conducted by the National Center for Education Statistics, U.S. Department of Education, under a contract with LessonLab, Inc. of Los Angeles, California. ACER was responsible for coordinating Australia's participation.

In 1998/99 TIMSS was conducted at the lower secondary level in 38 countries, including Australia. Over 4000 students from 170 schools around Australia were tested in mathematics and science. Extensive contextual information about the mathematics and science curricula, home contexts, and school characteristics and polices was collected from students, teachers and schools.

In 1994/95 TIMSS (Third International Mathematics and Science Study) was conducted at five grade levels in more than 40 countries, including Australia. Almost 14 000 students from more than 570 lower secondary level classes and over 12 000 students from about 540 middle primary level classes from 349 schools around Australia were tested in mathematics and science. In addition, 3200 Year 12 students from 88 schools around Australia sat tests in advanced mathematics, physics or general mathematics and science literacy. Contextual information about the teaching and learning of mathematics and science was collected from students, teachers and schools.