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  5. Blogs

Blogs

The blog includes postings from the research team at UCL: check regularly for new content.

  • TIMSS 2023 adding to the STEM gender story

    By Jennie Golding and Mary Richardson

    Participation in STEM (Science Technology, Engineering and Mathematics) in England, from age 16 onwards, has for many years been dominated by boys, despite several targeted interventions aimed at addressing the  gender gap. For 16-18 year olds, boys’ participation in A Level(s) in mathematics, physics and technology significantly exceeds girls’, with participation rates stubbornly intractable. The picture continues on this gendered trajectory when participation in university mathematics- intense courses such as physics, engineering, computing…. and related graduate careers is analysed. 

    February 19, 2025
  • International assessments in education: what difference do they really make?

    By Jennie Golding and Mary Richardson

    Nations around the world continue to subscribe to large-scale international assessments of educational attainment (ILSAs), at considerable cost in both time and (usually, government) money. Participation in ILSAs carried out by the Organisation for Economic Co-operation and Development (for example PISA) and the International Association for the Evaluation of Educational Achievement ( for example TIMSS and PIRLS) recognises that knowledge and skills are strategic resources that provide the foundations for a nation’s economic performance. ILSAs allow comparative judgments to be made about specific areas of national curricula; they also usually include surveys of learner (and teacher, and sometimes parent) viewpoints and experiences in those areas. They are a potentially rich source of information, and there is no doubt that the findings influence policy and practice in participating countries. 

    December 13, 2024
  • TIMSS 2019: gender, performance and attitudes towards learning in mathematics and science – some implications for schools

    UCL IOE TIMSS team

    UCL IOE led the research and analysis for TIMSS 2019 and is doing so again for TIMSS 2023; as a research team we are interested in the experiences of the test takers, and central to our explorations of the TIMSS19 data was performance in the tests and how this differed according to the gender of participants. An equally important feature was exploring by gender the ‘voice’ of participating pupils articulated through survey questionnaires, and their attitudes towards learning in mathematics and science.  Like many studies, TIMSS avoids the terms sex and gender, and offers ‘Male’ or ‘Female’ (here, we use ‘girls’ and ‘boys’). 

    November 29, 2022
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