<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Benita Bagata</style></author><author><style face="normal" font="default" size="100%">Andrejs Geske</style></author><author><style face="normal" font="default" size="100%">Rita Kiselova</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">USING THE IEA TIMSS TESTS TO COMPARE PUPILS’ SCIENCE EDUCATION ACHIEVEMENTS AT REGIONAL AND SCHOOL LEVELS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">international comparative science study</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">TIMSS</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2004</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2003</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1482419481.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">3</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The task of research was to find out if the TIMSS (Trends in Mathematics and Science Study) tests could be used to compare the average achievements of schools at regional level. All eight-formers of the Valmiera (Latvia) region participated in the investigation.

The study showed than on average, the achievements of the schoolchildren of the Valmiera region are more considerable than those at national level in general. Moreover, the representatives of the city site rather than the participants of the rural area were more successful in the Valmiera region as well as throughout the country. However, analysis indicates that some schools of the rural area have achieved impressive results while knowledge of a number of the learners of the city remains rather poor. The data is important to education leaders of the region because school situation and the results of this research can help to carry out the assessment of every school. The obtained information regarding pupils’ performance in each of the subject content groups is essential for schools. In general, we may consider that a parallel TIMSS study undertaken in one of the regions of Latvia has been very successful and education leaders, school principals and teachers of the area received valuable information.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">34-41</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Andrejs Geske</style></author><author><style face="normal" font="default" size="100%">Andris Kangro</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EVALUATION OF LATVIA’S SCIENCE EDUCATION IN THE IEA TIMSS AND OECD PISA FRAMEWORK</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">international comparative education research</style></keyword><keyword><style  face="normal" font="default" size="100%">PISA</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">TIMSS</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2002</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2002</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">1</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The article deals with the two largest international comparative studies in science, the first cycles of which took place in the last years of the previous century and which go on today as well - IEA TIMSS (Trends in Mathematics and Science Study) and OECD PISA (Programme for International Student Assessment). The average achievements of Latvia’s students in science in each of the studies are different but the general situation of science education in Latvia is satisfactory and corresponding to our economic situation. We support the opinion that improving of Latvia’s economics and correct developing of the country’s educational system will advance students’ achievements. At the same time there are several spheres, which need immediate improvement. Especially, it concerns our students’ skills to apply the knowledge gained in science lessons to real life situations.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">59 - 66</style></section></record></records></xml>