Northern Lights on TIMSS and PISA 2018

image of Northern Lights on TIMSS and PISA 2018

The results from PISA 2015 and TIMSS 2015 were published in November and December 2016. All the Nordic countries participated in PISA. Denmark, Finland, Norway and Sweden participated in TIMSS grade 4 and Norway and Sweden participated in TIMSS grade 8. The Nordic countries have similarities but also differences, which makes it interesting and valuable to carry out analyses in a Nordic perspective. In this report researchers from all the Nordic countries have done in-depth analyses on different policy relevant themes based on the results presented in 2016. The purpose of this report has been to present policy relevant analyses of TIMSS and PISA in a way that is accessible for policy makers on different levels in the Nordic countries, with the aim to contribute to further development in the education area.



The relation of science teachers’ quality and instruction to student motivation and achievement in the 4th and 8th grade: A Nordic perspective

Teachers and their instruction are the lifeblood of education and are vital to student outcome. However, little research has been conducted in this field in the Nordic countries, and fewer still has investigated these effects using student motivation in science as the outcome. We address this gap and investigate relations between aspects of teacher quality, the quality of their instruction, and student motivation and achievement in science. Findings from TIMSS 2015 data from the Nordic countries (grades 4 and 8) indicate that teachers’ instructional quality had a positive and significant relation to student achievement and motivation in both grades in most countries. Moreover, the type of teacher competences reflecting more general pedagogical aspects (i.e., collaboration, self-efficacy in pedagogical content knowledge, and teacher motivation) had positive and significant relations to student outcomes in both grades, while teachers’ formal qualifications seemed to be of more importance in grade 8 than in grade 4. The implications for policy and practice are discussed.


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