Search
Read as Iceland · science · all of Iceland
Iceland
- TIMSS: Eighth grade students reaching the low international benchmark of science achievementWorld Bank · 1995–199586.07percent · 1995
- TIMSS: Fourth grade students reaching the low international benchmark of science achievementWorld Bank · 1995–199581.77percent · 1995
- TIMSS: Eighth grade students reaching the high international benchmark of science achievementWorld Bank · 1995–199519.95percent · 1995
- TIMSS: Fourth grade students reaching the high international benchmark of science achievementWorld Bank · 1995–199520.86percent · 1995
- TIMSS: Male 4th grade students reaching the low international benchmark of science achievementWorld Bank · 1995–199583.17percent · 1995
- TIMSS: Male 8th grade students reaching the low international benchmark of science achievementWorld Bank · 1995–199586.62percent · 1995
- TIMSS: Male 4th grade students reaching the high international benchmark of science achievementWorld Bank · 1995–199524.48percent · 1995
- TIMSS: Male 8th grade students reaching the high international benchmark of science achievementWorld Bank · 1995–199525.06percent · 1995
- TIMSS: Female 4th grade students reaching the low international benchmark of science achievementWorld Bank · 1995–199580.46percent · 1995
- TIMSS: Female 8th grade students reaching the low international benchmark of science achievementWorld Bank · 1995–199585.48percent · 1995
- TIMSS: Eighth grade students reaching the advanced international benchmark of science achievementWorld Bank · 1995–19953.54percent · 1995
- TIMSS: Female 4th grade students reaching the high international benchmark of science achievementWorld Bank · 1995–199517.45percent · 1995
- TIMSS: Female 8th grade students reaching the high international benchmark of science achievementWorld Bank · 1995–199514.48percent · 1995
- TIMSS: Fourth grade students reaching the advanced international benchmark of science achievementWorld Bank · 1995–19954.34percent · 1995
- TIMSS: Male 4th grade students reaching the advanced international benchmark of science achievementWorld Bank · 1995–19955.56percent · 1995
- TIMSS: Male 8th grade students reaching the advanced international benchmark of science achievementWorld Bank · 1995–19955.03percent · 1995
- TIMSS: Eighth grade students reaching the intermediate international benchmark of science achievementWorld Bank · 1995–199556.40percent · 1995
- TIMSS: Eighth grade students who did not reach the low international benchmark of science achievementWorld Bank · 1995–199513.93percent · 1995
- TIMSS: Female 4th grade students reaching the advanced international benchmark of science achievementWorld Bank · 1995–19953.19percent · 1995
- TIMSS: Female 8th grade students reaching the advanced international benchmark of science achievementWorld Bank · 1995–19951.95percent · 1995
- TIMSS: Fourth grade students reaching the intermediate international benchmark of science achievementWorld Bank · 1995–199554.17percent · 1995
- TIMSS: Fourth grade students who did not reach the low international benchmark of science achievementWorld Bank · 1995–199518.23percent · 1995
- TIMSS: Male 4th grade students reaching the intermediate international benchmark of science achievementWorld Bank · 1995–199558.60percent · 1995
- TIMSS: Male 4th grade students who did not reach the low international benchmark of science achievementWorld Bank · 1995–199516.83percent · 1995
- TIMSS: Male 8th grade students reaching the intermediate international benchmark of science achievementWorld Bank · 1995–199560.50percent · 1995
- TIMSS: Male 8th grade students who did not reach the low international benchmark of science achievementWorld Bank · 1995–199513.38percent · 1995
- TIMSS: Female 4th grade students reaching the intermediate international benchmark of science achievementWorld Bank · 1995–199550.00percent · 1995
- TIMSS: Female 4th grade students who did not reach the low international benchmark of science achievementWorld Bank · 1995–199519.54percent · 1995
- TIMSS: Female 8th grade students reaching the intermediate international benchmark of science achievementWorld Bank · 1995–199552.01percent · 1995
- TIMSS: Female 8th grade students who did not reach the low international benchmark of science achievementWorld Bank · 1995–199514.52percent · 1995
Datasets 30
- TIMSS: Eighth grade students reaching the low international benchmark of science achievementWorld Bank · EducationTIMSS: Eighth grade students reaching the low international benchmark of science achievement (%) is the share of 8th grade students scoring at least 400 on the science assessment. Students at this benchmark show limited understanding of scientific principles and concepts and limited knowledge of science facts. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
- TIMSS: Fourth grade students reaching the low international benchmark of science achievementWorld Bank · EducationTIMSS: Fourth grade students reaching the low international benchmark of science achievement (%) is the share of 4th grade students scoring at least 400 on the science assessment. Students reaching this benchmark show limited understanding of scientific concepts and limited knowledge of foundational science facts. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
- TIMSS: Eighth grade students reaching the high international benchmark of science achievementWorld Bank · EducationTIMSS: Eighth grade students reaching the high international benchmark of science achievement (%) is the share of 8th grade students scoring at least 550 on the science assessment. Students at this benchmark can apply understanding of concepts from biology, chemistry, physics, and Earth science. Students can apply knowledge of the characteristics of groups of animals, life processes in humans, cells and their functions, genetic inheritance, ecosystems, and nutrition. Students show some knowledge and understanding of the composition and properties of matter and chemical reactions. They can apply basic knowledge of energy transformation and transfer, electrical circuits, properties of magnets, light, sound, and forces. They can apply knowledge of Earth’s physical features, processes, cycles, and history, and show some understanding of Earth’s resources and their use. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
- TIMSS: Fourth grade students reaching the high international benchmark of science achievementWorld Bank · EducationTIMSS: Fourth grade students reaching the high international benchmark of science achievement (%) is the share of 4th grade students scoring at least 550 on the science assessment. Students reaching this benchmark can communicate and apply knowledge of life, physical, and Earth sciences. Students communicate knowledge of characteristics of plants, animals, and their life cycles, and apply knowledge of ecosystems and of humans’ and organisms’ interactions with their environment. Students demonstrate knowledge of states and properties of matter and of energy transfer in practical contexts, and show some understanding of forces and motion. Students know various facts about the Earth’s physical characteristics and show basic understanding of the Earth-Moon-Sun system. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
- TIMSS: Male 4th grade students reaching the low international benchmark of science achievementWorld Bank · EducationTIMSS: Male 4th grade students reaching the low international benchmark of science achievement (%) is the share of male 4th grade students scoring at least 400 on the science assessment. Students reaching this benchmark show limited understanding of scientific concepts and limited knowledge of foundational science facts. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
- TIMSS: Male 8th grade students reaching the low international benchmark of science achievementWorld Bank · EducationTIMSS: Male 8th grade students reaching the low international benchmark of science achievement (%) is the share of male 8th grade students scoring at least 400 on the science assessment. Students at this benchmark show limited understanding of scientific principles and concepts and limited knowledge of science facts. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
- TIMSS: Male 4th grade students reaching the high international benchmark of science achievementWorld Bank · EducationTIMSS: Male 4th grade students reaching the high international benchmark of science achievement (%) is the share of male 4th grade students scoring at least 550 on the science assessment. Students reaching this benchmark can communicate and apply knowledge of life, physical, and Earth sciences. Students communicate knowledge of characteristics of plants, animals, and their life cycles, and apply knowledge of ecosystems and of humans’ and organisms’ interactions with their environment. Students demonstrate knowledge of states and properties of matter and of energy transfer in practical contexts, and show some understanding of forces and motion. Students know various facts about the Earth’s physical characteristics and show basic understanding of the Earth-Moon-Sun system. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
- TIMSS: Male 8th grade students reaching the high international benchmark of science achievementWorld Bank · EducationTIMSS: Male 8th grade students reaching the high international benchmark of science achievement (%) is the share of male 8th grade students scoring at least 550 on the science assessment. Students at this benchmark can apply understanding of concepts from biology, chemistry, physics, and Earth science. Students can apply knowledge of the characteristics of groups of animals, life processes in humans, cells and their functions, genetic inheritance, ecosystems, and nutrition. Students show some knowledge and understanding of the composition and properties of matter and chemical reactions. They can apply basic knowledge of energy transformation and transfer, electrical circuits, properties of magnets, light, sound, and forces. They can apply knowledge of Earth’s physical features, processes, cycles, and history, and show some understanding of Earth’s resources and their use. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
- TIMSS: Female 4th grade students reaching the low international benchmark of science achievementWorld Bank · EducationTIMSS: Female 4th grade students reaching the low international benchmark of science achievement (%) is the share of female 4th grade students scoring at least 400 on the science assessment. Students reaching this benchmark show limited understanding of scientific concepts and limited knowledge of foundational science facts. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
- TIMSS: Female 8th grade students reaching the low international benchmark of science achievementWorld Bank · EducationTIMSS: Female 8th grade students reaching the low international benchmark of science achievement (%) is the share of female 8th grade students scoring at least 400 on the science assessment. Students at this benchmark show limited understanding of scientific principles and concepts and limited knowledge of science facts. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
- TIMSS: Eighth grade students reaching the advanced international benchmark of science achievementWorld Bank · EducationTIMSS: Eighth grade students reaching the advanced international benchmark of science achievement (%) is the share of 8th grade students scoring at least 625 on the science assessment. Students at this benchmark can communicate understanding of concepts related to biology, chemistry, physics, and Earth science in a variety of contexts. Students can classify animals into taxonomic groups. They can apply knowledge of cell structures and their functions. Students show some understanding of diversity, adaptation, and natural selection. They also recognize the interdependence of populations of organisms in an ecosystem. Students demonstrate knowledge of the composition of matter and the periodic table of the elements. Students use physical properties of matter to sort, classify, and compare substances and materials. They also recognize evidence that a chemical reaction has occurred. Students communicate understanding of particle spacing and motion in different physical states. Students apply knowledge of energy transfer and electrical circuits, can relate the properties of light and sound to common phenomena, and demonstrate understanding of forces in everyday contexts. Students communicate understanding of Earth’s structure, physical features, and processes. They demonstrate knowledge of the Earth’s resources and their conservation. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
- TIMSS: Female 4th grade students reaching the high international benchmark of science achievementWorld Bank · EducationTIMSS: Female 4th grade students reaching the high international benchmark of science achievement (%) is the share of female 4th grade students scoring at least 550 on the science assessment. Students reaching this benchmark can communicate and apply knowledge of life, physical, and Earth sciences. Students communicate knowledge of characteristics of plants, animals, and their life cycles, and apply knowledge of ecosystems and of humans’ and organisms’ interactions with their environment. Students demonstrate knowledge of states and properties of matter and of energy transfer in practical contexts, and show some understanding of forces and motion. Students know various facts about the Earth’s physical characteristics and show basic understanding of the Earth-Moon-Sun system. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
- TIMSS: Female 8th grade students reaching the high international benchmark of science achievementWorld Bank · EducationTIMSS: Female 8th grade students reaching the high international benchmark of science achievement (%) is the share of female 8th grade students scoring at least 550 on the science assessment. Students at this benchmark can apply understanding of concepts from biology, chemistry, physics, and Earth science. Students can apply knowledge of the characteristics of groups of animals, life processes in humans, cells and their functions, genetic inheritance, ecosystems, and nutrition. Students show some knowledge and understanding of the composition and properties of matter and chemical reactions. They can apply basic knowledge of energy transformation and transfer, electrical circuits, properties of magnets, light, sound, and forces. They can apply knowledge of Earth’s physical features, processes, cycles, and history, and show some understanding of Earth’s resources and their use. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
- TIMSS: Fourth grade students reaching the advanced international benchmark of science achievementWorld Bank · EducationTIMSS: Fourth grade students reaching the advanced international benchmark of science achievement (%) is the share of 4th grade students scoring at least 625 on the science assessment. Students reaching this benchmark can communicate their understanding of life, physical, and Earth sciences and demonstrate some knowledge of the process of scientific inquiry. Students demonstrate knowledge of characteristics and life processes of a variety of organisms. They can communicate understanding of relationships in ecosystems and interactions between organisms and their environment. They communicate understanding of properties and states of matter and physical and chemical changes. Students communicate understanding of Earth’s physical characteristics, processes, and history and show knowledge of Earth’s revolution and rotation. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
- TIMSS: Male 4th grade students reaching the advanced international benchmark of science achievementWorld Bank · EducationTIMSS: Male 4th grade students reaching the advanced international benchmark of science achievement (%) is the share of male 4th grade students scoring at least 625 on the science assessment. Students reaching this benchmark can communicate their understanding of life, physical, and Earth sciences and demonstrate some knowledge of the process of scientific inquiry. Students demonstrate knowledge of characteristics and life processes of a variety of organisms. They can communicate understanding of relationships in ecosystems and interactions between organisms and their environment. They communicate understanding of properties and states of matter and physical and chemical changes. Students communicate understanding of Earth’s physical characteristics, processes, and history and show knowledge of Earth’s revolution and rotation. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
- TIMSS: Male 8th grade students reaching the advanced international benchmark of science achievementWorld Bank · EducationTIMSS: Male 8th grade students reaching the advanced international benchmark of science achievement (%) is the share of male 8th grade students scoring at least 625 on the science assessment. Students at this benchmark communicate understanding of concepts related to biology, chemistry, physics, and Earth science in a variety of contexts. Students can classify animals into taxonomic groups. They can apply knowledge of cell structures and their functions. Students show some understanding of diversity, adaptation, and natural selection. They also recognize the interdependence of populations of organisms in an ecosystem. Students demonstrate knowledge of the composition of matter and the periodic table of the elements. Students use physical properties of matter to sort, classify, and compare substances and materials. They also recognize evidence that a chemical reaction has occurred. Students communicate understanding of particle spacing and motion in different physical states. Students apply knowledge of energy transfer and electrical circuits, can relate the properties of light and sound to common phenomena, and demonstrate understanding of forces in everyday contexts. Students communicate understanding of Earth’s structure, physical features, and processes. They demonstrate knowledge of the Earth’s resources and their conservation. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
- TIMSS: Eighth grade students reaching the intermediate international benchmark of science achievementWorld Bank · EducationTIMSS: Eighth grade students reaching the intermediate international benchmark of science achievement (%) is the share of 8th grade students scoring at least 475 on the science assessment. Students at this benchmark can show and apply some knowledge of biology and the physical sciences. Students demonstrate some knowledge of characteristics of animals and apply knowledge of ecosystems. They show some knowledge of the properties of matter, chemical changes, and a few physics concepts. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
- TIMSS: Eighth grade students who did not reach the low international benchmark of science achievementWorld Bank · EducationTIMSS: Eighth grade students who did not reach the low international benchmark of science achievement (%) is the share of 8th grade students scoring below 400 on the science assessment. It is the percentage of students with achievement too low for estimation. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. However, such students were assigned scale scores (plausible values) by the achievement scaling procedure, despite concerns about their reliability. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
- TIMSS: Female 4th grade students reaching the advanced international benchmark of science achievementWorld Bank · EducationTIMSS: Female 4th grade students reaching the advanced international benchmark of science achievement (%) is the share of female 4th grade students scoring at least 625 on the science assessment. Students reaching this benchmark can communicate their understanding of life, physical, and Earth sciences and demonstrate some knowledge of the process of scientific inquiry. Students demonstrate knowledge of characteristics and life processes of a variety of organisms. They can communicate understanding of relationships in ecosystems and interactions between organisms and their environment. They communicate understanding of properties and states of matter and physical and chemical changes. Students communicate understanding of Earth’s physical characteristics, processes, and history and show knowledge of Earth’s revolution and rotation. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
- TIMSS: Female 8th grade students reaching the advanced international benchmark of science achievementWorld Bank · EducationTIMSS: Female 8th grade students reaching the advanced international benchmark of science achievement (%) is the share of female 8th grade students scoring at least 625 on the science assessment. Students at this benchmark can communicate understanding of concepts related to biology, chemistry, physics, and Earth science in a variety of contexts. Students can classify animals into taxonomic groups. They can apply knowledge of cell structures and their functions. Students show some understanding of diversity, adaptation, and natural selection. They also recognize the interdependence of populations of organisms in an ecosystem. Students demonstrate knowledge of the composition of matter and the periodic table of the elements. Students use physical properties of matter to sort, classify, and compare substances and materials. They also recognize evidence that a chemical reaction has occurred. Students communicate understanding of particle spacing and motion in different physical states. Students apply knowledge of energy transfer and electrical circuits, can relate the properties of light and sound to common phenomena, and demonstrate understanding of forces in everyday contexts. Students communicate understanding of Earth’s structure, physical features, and processes. They demonstrate knowledge of the Earth’s resources and their conservation. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
- TIMSS: Fourth grade students reaching the intermediate international benchmark of science achievementWorld Bank · EducationTIMSS: Fourth grade students reaching the intermediate international benchmark of science achievement (%) is the share of 4th grade students scoring at least 475 on the science assessment. Students reaching this benchmark show knowledge and understanding of some aspects of science. Students demonstrate some basic knowledge of plants and animals. They demonstrate knowledge about some properties of matter and some facts related to electricity, and can apply elementary knowledge of forces and motion. They show some understanding of Earth’s physical characteristics. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
- TIMSS: Fourth grade students who did not reach the low international benchmark of science achievementWorld Bank · EducationTIMSS: Fourth grade students who did not reach the low international benchmark of science achievement (%) is the share of 4th grade students scoring below 400 on the science assessment. The indicator is the percentage of students with achievement too low for estimation. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
- TIMSS: Male 4th grade students reaching the intermediate international benchmark of science achievementWorld Bank · EducationTIMSS: Male 4th grade students reaching the intermediate international benchmark of science achievement (%) is the share of male 4th grade students scoring at least 475 on the science assessment. Students reaching this benchmark show knowledge and understanding of some aspects of science. Students demonstrate some basic knowledge of plants and animals. They demonstrate knowledge about some properties of matter and some facts related to electricity, and can apply elementary knowledge of forces and motion. They show some understanding of Earth’s physical characteristics. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
- TIMSS: Male 4th grade students who did not reach the low international benchmark of science achievementWorld Bank · EducationTIMSS: Male 4th grade students who did not reach the low international benchmark of science achievement (%) is the share of male 4th grade students scoring below 400 on the science assessment. The indicator is the percentage of students with achievement too low for estimation. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
- TIMSS: Male 8th grade students reaching the intermediate international benchmark of science achievementWorld Bank · EducationTIMSS: Male 8th grade students reaching the intermediate international benchmark of science achievement (%) is the share of male 8th grade students scoring at least 475 on the science assessment. Students at this benchmark can show and apply some knowledge of biology and the physical sciences. Students demonstrate some knowledge of characteristics of animals and apply knowledge of ecosystems. They show some knowledge of the properties of matter, chemical changes, and a few physics concepts. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
- TIMSS: Male 8th grade students who did not reach the low international benchmark of science achievementWorld Bank · EducationTIMSS: Male 8th grade students who did not reach the low international benchmark of science achievement (%) is the share of male 8th grade students scoring below 400 on the science assessment. It is the percentage of students with achievement too low for estimation. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. However, such students were assigned scale scores (plausible values) by the achievement scaling procedure, despite concerns about their reliability. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
- TIMSS: Female 4th grade students reaching the intermediate international benchmark of science achievementWorld Bank · EducationTIMSS: Female 4th grade students reaching the intermediate international benchmark of science achievement (%) is the share of female 4th grade students scoring at least 475 on the science assessment. Students reaching this benchmark show knowledge and understanding of some aspects of science. Students demonstrate some basic knowledge of plants and animals. They demonstrate knowledge about some properties of matter and some facts related to electricity, and can apply elementary knowledge of forces and motion. They show some understanding of Earth’s physical characteristics. Data reflect country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
- TIMSS: Female 4th grade students who did not reach the low international benchmark of science achievementWorld Bank · EducationTIMSS: Female 4th grade students who did not reach the low international benchmark of science achievement (%) is the share of female 4th grade students scoring below 400 on the science assessment. The indicator is the percentage of students with achievement too low for estimation. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
- TIMSS: Female 8th grade students reaching the intermediate international benchmark of science achievementWorld Bank · EducationTIMSS: Female 8th grade students reaching the intermediate international benchmark of science achievement (%) is the share of female 8th grade students scoring at least 475 on the science assessment. Students at this benchmark can show and apply some knowledge of biology and the physical sciences. Students demonstrate some knowledge of characteristics of animals and apply knowledge of ecosystems. They show some knowledge of the properties of matter, chemical changes, and a few physics concepts. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/
- TIMSS: Female 8th grade students who did not reach the low international benchmark of science achievementWorld Bank · EducationTIMSS: Female 8th grade students who did not reach the low international benchmark of science achievement (%) is the share of female 8th grade students scoring below 400 on the science assessment. It is the percentage of students with achievement too low for estimation. Students were considered to have achievement too low for estimation if their performance on the assessment was no better than could be achieved by simply guessing on the multiple-choice assessment items. However, such students were assigned scale scores (plausible values) by the achievement scaling procedure, despite concerns about their reliability. Data reflects country performance in the stated year according to TIMSS reports, but may not be comparable across years or countries. Consult the TIMSS website for more detailed information: http://timss.bc.edu/