What TIMSS 1999 Countries Have Assessments And Exams in Mathematics?
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
5.8 shows that about two-thirds of the participating countries
had national assessments in mathematics, with half of those assessing
all students and half sampling students. Most countries tested two
or three grades, with Hong Kong (nine grades) and Korea (seven grades)
testing the most grades. 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 Singapore the 20 schools found to provide the greatest
value-added measures received monetary rewards, as did teachers of
the top 25 percent of classes in Chile.
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
5.9). Thirty-seven countries reported having public examinations
or awards, at one or more grades, that included testing achievement
in mathematics. 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.
