Assessing Mathematics and Science Literacy

Charles R. Crawford, a former associate professor of computer science at
York University, is a computer-programming and mathematics consultant.

This monograph is the fourth in a series from the Third International
Mathematics and Science Study (TIMSS), described here as “the most
comprehensive study ever undertaken to assess and compare international
student achievement in mathematics and science.” TIMSS has completed
an international survey in mathematics and science literacy, and this
monograph describes the design and testing of the items used in that
survey. There are individual chapters on the context of the survey, the
concept of mathematics and science literacy and how it might be
measured, measuring literacy in mathematics, measuring literacy in
science, measuring ability to use mathematics and science to solve
everyday problems, and how the results of the survey might be used.

The difficulty of designing the survey is discussed in some depth. The
aim is to include all students in their final year of secondary school
and at the same time provide a representative sample of that age group.
As well, the choice of test items require attention to differences in
language and culture. For example, “word problems” are placed in
fictitious countries with fictitious units of currency.

Compromises were necessary, of course. In discussing the section on
reasoning and social utility, the authors notes that “[h]ad we used
[extended response] items exclusively, allowing five minutes each, only
six items could have been selected.” In the end, twelve items were
selected, four of which were extended response, which left ten minutes
for the five multiple-choice and three short-answer items.

Although this monograph is addressed to educators and researchers in
education, the language is straightforward and free of jargon. A good
source for anyone interested in the political debate over universal
testing in mathematics and science.