Note to users. If you're seeing this message, it means that your browser cannot find this page's style/presentation instructions -- or possibly that you are using a browser that does not support current Web standards. Find out more about why this message is appearing, and what you can do to make your experience of our site the best it can be.

Science 15 May 1998:
Vol. 280. no. 5366, pp. 1030 - 1031
DOI: 10.1126/science.280.5366.1030
Prev | Table of Contents | Next

Policy

SCIENCE EDUCATION:
Interpretation of International Test Score Comparisons

Iris C. Rotberg

The most recent findings of the Third International Mathematics and Science Study (TIMSS) prompted widespread concern because the United States ranked relatively low in test score comparisons made at the end of secondary school. These reactions are based on a misleading and seriously flawed study. The article discusses the methodological problems in the comparisons and suggests an approach to international studies that would increase their relevance.

The author is in the Department of Educational Leadership, Graduate School of Education and Human Development, The George Washington University, Washington, DC 20052, USA. E-mail: irotberg{at}gwis2.circ.gwu.edu

Read the Full Text


THIS ARTICLE HAS BEEN CITED BY OTHER ARTICLES:
TIMSS Primary and Middle School Data: Some Technical Concerns.
J. Wang (2001)
Educational Researcher 30, 17-21
   Abstract »    PDF »
The Problem of Japan: Qualitative Studies and International Educational Comparisons.
G. K. LeTendre (1999)
Educational Researcher 28, 38-45
   PDF »


To Advertise     Find Products

Science. ISSN 0036-8075 (print), 1095-9203 (online)