This paper makes an in-depth comparison of the PISA (OECD) and TIMSS (IEA) mathematics
assessments conducted in 2003. First, a comparison of survey methodologies is presented, followed by an
examination of the mathematics frameworks in the two studies. The methodologies and the frameworks in
the two studies form the basis for providing explanations for the observed differences in PISA and TIMSS
results. At the country level, it appears that Western countries perform relatively better in PISA as
compared to their performance in TIMSS. In contrast, Asian and Eastern European countries tend to do
better in TIMSS than in PISA. This paper goes beyond making mere conjectures about the observed
differences in results between PISA and TIMSS. The paper provides supporting evidence through the use
of regression analyses to explain the differences. The analyses showed that performance differences at the
country level can be attributed to the content balance of the two tests, as well as the sampling definitions –
age-based and grade-based – in PISA and TIMSS respectively. Apart from mathematics achievement, the
paper also compares results from the two studies on measures of self-confidence in mathematics. Gender
differences are also examined in the light of contrasting results from the two studies. Overall, the paper
provides a comprehensive comparison between PISA and TIMSS, and, in doing so, it throws some light on
the interpretation of results of large-scale surveys more generally.
Comparing the Similarities and Differences of PISA 2003 and TIMSS
Working paper
OECD Education Working Papers
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