Science Study

Data from the Third International Mathematics and Science Study (TIMSS) were examined to determine the extent to which the rank ordering of countries based on pupil test performance was consistent across three different item formats: multiple-choice, short-answer, and extended-response. Findings from the analysis are used to make the case that international comparative studies are very complex and that the data they generate cannot be taken at face value but need close examination before firm conclusions can be drawn about a country's relative performance. The focus was the science performance of Irish second year secondary school students (Grade 8) in TIMSS across different item types, comparing this with the performance of similar cohorts in 11 other countries. Irish student performance was close to the international averages for short-answer and multiple-choice items, but performance on extended-response items was significantly above the international average. An examination of the match o