Use and Impact of TIMSS

The Dutch government aims to be among the top five knowledge economies of the world. High quality education and well educated students, especially in mathematics and science, are necessary to achieve this. This is one of the main reasons why the Netherlands is participating in large scale international assessment studies such as TIMSS, PIRLS, and PISA.

After initially participating in IEA’s First and Second International Mathematics Studies and First and Second International Science Studies, the Netherlands has participated in all TIMSS studies conducted to date: in 1995, Dutch students participated in Grades 3 to 4, Grades 7 to 8, and in the final year of secondary education; in 1999, students participated in Grade 8; in 2003, students participated in Grades 4 and 8; in 2007, 2011, and 2015, students participated in Grade 4. The Netherlands also participated in TIMSS Advanced 2008 (Grade 12).

The results of TIMSS are used by policymakers and in national reports on education.22 A small decrease in reading and mathematics achievement in PIRLS and TIMSS from 1995 to 2007 in the Netherlands reinforced the policy at that time of focusing more on the basic subjects of reading and numeracy in primary and lower secondary education. This policy led to the introduction of the reference levels for these subjects in primary and lower secondary education in 2010.

PIRLS and TIMSS 2011 showed relatively very low percentages of students in the Netherlands reaching advanced benchmarks compared to other high achieving countries. These results boosted the discussion of talented and high achieving students, and led to the introduction of several projects focused on developing talent in education.