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TIMSS 2023 Science Framework
TIMSS 2023 Science Framework
Overview
Innovations in technology and science constantly shape and reshape our daily life experiences: the
availability of clean water; the food we eat; the quality of the air we breathe; the vaccines, medicines, and
medical diagnostic tools available; the ways we communicate; the modes of transportation we use; and
more. Children in primary and lower-secondary grades today have lived all of their lives in a science-
and technology-enhanced world. Perhaps more than any previous generation, they have boundless
opportunities to engage in activities and experiences and with information that can satisfy their natural
curiosity about the world and their place in it. Science education in the primary grades capitalizes on
this curiosity and starts young students on a path of systematic inquiry about the world in which they
live. As their understanding of science develops, students in the lower-secondary grades are increasingly
able to make informed decisions about themselves and their world so that, as adults, they can become
informed and scientifically literate citizens capable of distinguishing scientific fact from fiction and
understanding the scientific basis of important social, economic, and environmental issues. Across the
world, there is an increased demand for those qualified to pursue the careers in science, technology,
and engineering to continue to drive the innovation necessary to solve global problems (e.g., mitigating
the environmental impacts of human activities, increasing access to clean water and nutritious food,
preparing next-generation medical therapies), grow economies, and improve quality of life. To meet this
demand, it is increasingly important to prepare students to enter advanced study in these areas.
This chapter presents the assessment framework for the two TIMSS 2023 science assessments:
• TIMSS Science—Fourth Grade
• TIMSS Science—Eighth Grade
The TIMSS 2023 Science Frameworks for the fourth and eighth grades extends the 28-year history
of TIMSS assessments, beginning in 1995 and taking place every four years since. TIMSS 2023 is the
eighth assessment in the series.
The TIMSS 2023 science frameworks are similar to those used in TIMSS 2019. However, there have
been minor updates to reflect countries’ evolving science curricula, frameworks, and learning goals as
reported in the TIMSS 2019 Encyclopedia.1 TIMSS 2023 completes the transition to digital assessment,
which began in TIMSS 2019. The science frameworks have been updated to reflect that TIMSS 2023 will
be developed in and for a digital environment, including capitalizing on innovative technology-based
Exhibit 2.1: Target Percentages of the TIMSS 2023 Science Assessment Devoted to Content and
Cognitive Domains at the Fourth and Eighth Grades
Fourth Grade
Content Domains Percentages
Life Science 45%
Physical Science 35%
Earth Science 20%
Eighth Grade
Content Domains Percentages
Biology 35%
Chemistry 20%
Physics 25%
Earth Science 20%
The content domains differ for the fourth and eighth grades, reflecting the nature and difficulty
of the science taught at each grade. There is more emphasis at the fourth grade on life science than its
counterpart, biology, at the eighth grade. At the eighth grade, physics and chemistry are assessed as
separate content domains and receive more emphasis than at fourth grade, where they are assessed as
one content domain (physical science). The Earth science content domain has the same level of emphasis
at both grades, but the objectives at the eighth grade are more sophisticated than at the fourth grade.
The three cognitive domains (knowing, applying, and reasoning) are the same at both grades,
encompassing the range of cognitive processes involved in learning science concepts, and then applying
these concepts and reasoning with them.
In 2023, TIMSS Science also will assess key science practices. These practices include skills from
daily life and school studies that students use in a systematic way to conduct scientific inquiry and
investigation and that are fundamental to all science disciplines. Increasing emphasis has been placed
on science practices and science inquiry in many countries’ current science curricula, standards, and
frameworks.2 Facility with science practices is essential for students to learn and understand science
concepts and to understand and appreciate the nature of science and scientific knowledge.
The practice of science is, by its very nature, strongly connected to the area of science under study
and, therefore, cannot be assessed in isolation. Some items in the TIMSS 2023 science assessment at
both the fourth and eighth grades will assess one or more of these important science practices together
with content specified in the content domains and thinking processes specified in the cognitive domains.
The science practices will primarily be assessed through the science PSIs, however. In the PSIs, students
conduct extended investigations and inquiries in a science content area and in doing so engage in one
or more of the science practices.
The next two sections of this chapter present the TIMSS 2023 science content domains for fourth
and eighth grades, followed by a description of the cognitive domains, which are applicable to both
grades. The chapter concludes with a description of the science practices.
Each of these content domains includes several major topic areas, and each topic area in turn
includes one or more topics. Each topic is further described by specific objectives that represent the
students’ expected knowledge, abilities, and skills assessed within each topic.
Across the fourth grade assessment, each objective receives approximately equal weight in terms
of the number of assessment items. The verbs used in the objectives are intended to represent typical
performances expected of fourth grade students, but are not intended to limit performances to a
particular cognitive domain. Each objective can be assessed drawing on any of the three cognitive
domains (knowing, applying, and reasoning). Some objectives include additional parenthetical
information. Illustrative examples appear after an “e.g.,” such as in “Relate major structures in animals
to their functions (e.g., bones support the body, lungs take in air, the heart circulates blood, the stomach
digests food, muscles move the body).” In some cases, the additional information indicates the scope of
the objective appropriate for fourth grade students and appears after an “i.e.,” such as in “Recognize that
matter can be changed from one state to another by heating or cooling; describe changes in the state of
water (i.e., melting, freezing, boiling, evaporation, and condensation).”
Life Science
The study of life science at the fourth grade provides students with an opportunity to capitalize on their
innate curiosity and begin to understand the living world around them. In TIMSS 2023, life science is
represented by five topic areas:
• Characteristics and life processes of organisms
• Life cycles, reproduction, and heredity
• Organisms, environment, and their interactions
• Ecosystems
• Human health
By the fourth grade, students are expected to be building a base of knowledge about general
characteristics of organisms, how they function, and how they interact with other organisms and with
their environment. Students also should be familiar with fundamental science concepts related to life
cycles, heredity, and human health that in later grades will lead to a more sophisticated understanding
of how the human body functions.
Ecosystems
1. Common ecosystems:
A. Relate common plants and animals (e.g., evergreen trees, frogs, lions) to common
ecosystems (e.g., forests, ponds, grasslands).
2. Relationships in simple food chains:
A. Recognize that plants need (sun)light, air, and water to provide energy for life processes
(i.e., growth and repair, movement, and reproduction); explain that animals eat plants or
other animals to get the food they need to supply energy for life processes (i.e., growth and
repair, movement, and reproduction).
B. Complete a model of a simple food chain using common plants and animals from
common ecosystems, (e.g., a forest, a desert, a river, an ocean).
C. Describe the roles of living things at each link in a simple food chain (e.g., plants produce
their own food; some animals eat plants, while other animals eat the animals that eat
plants).
D. Identify common predators and their prey and describe their relationships.
3. Competition in ecosystems:
A. Recognize and explain that some living things in an ecosystem compete with others for
resources (e.g., food, light, space).
E
Physical Science
At the fourth grade, students learn how many physical phenomena that they observe in their everyday
lives can be explained through an understanding of physical science concepts. The topic areas for the
physical science content domain at fourth grade are:
• Classification and properties of matter and changes in matter
• Forms of energy and energy transfer
• Forces and motion
Fourth grade students should have an understanding of physical states of matter (solid, liquid, and
gas), as well as common changes in the state and form of matter; this forms a foundation for the study
of both chemistry and physics in the middle and upper grades. At this level, students also should know
common forms and sources of energy and their practical uses, and understand basic concepts about light,
sound, electricity, and magnetism. The study of forces and motion emphasizes an understanding of forces
as they relate to movements students can observe, such as the effect of gravity or pushing and pulling.
Classification and Properties of Matter and Changes in Matter
1. States of matter and characteristic differences of each state:
A. Identify and describe three states of matter (i.e., a solid has a definite shape and volume, a
liquid has a definite volume but not a definite shape, and a gas has neither a definite shape
nor a definite volume).
2. Physical properties as a basis for classifying matter:
A. Compare and sort objects and materials on the basis of physical properties (e.g., weight/
mass, volume, state of matter, ability to conduct heat or electricity, ability to float or sink
in water, ability to be attracted by a magnet). [Note: Students in the fourth grade are not
expected to differentiate between mass and weight.]
B. Identify properties of metals (i.e., conducting electricity and conducting heat) and relate
these properties to uses of metals (e.g., a copper electrical wire, an iron cooking pot).
C. Describe examples of mixtures and how they can be physically separated (e.g., sifting,
filtration, evaporation, magnetic attraction).
Earth Science
Earth science is the study of Earth and its place in the Solar System, and at fourth grade focuses on the
study of phenomena and processes that students can observe in their everyday lives. While there is no
single picture of what constitutes an Earth science curriculum that applies to all countries, the three
topic areas included in this domain are generally considered to be important for students at the fourth
grade to understand as they learn about the planet on which they live and its place in the Solar System:
• Earth’s physical characteristics, resources, and history
• Earth’s weather and climates
• Earth in the Solar System
At this level, students should have some general knowledge about the structure and physical
characteristics of Earth’s surface, and about the use of Earth’s most important resources. Students also
should be able to describe some of Earth’s processes in terms of observable changes and understand the
time frame over which such changes have occurred. Fourth grade students should also demonstrate
some understanding about Earth’s place in the Solar System based on observations of patterns of change
on Earth and in the sky.
Earth’s Physical Characteristics, Resources, and History
1. Physical characteristics of the Earth system:
A. Recognize that Earth’s surface is made up of land and water in unequal proportions (more
water than land) and is surrounded by air; describe where fresh and salt water are found.
2. Earth’s resources:
A. Identify some of Earth’s resources that are used in everyday life (e.g., water, wind, soil,
forests, oil, natural gas, minerals).
B. Explain the importance of using Earth’s renewable and non-renewable resources
responsibly (e.g., fossil fuels, forests, water).
Exhibit 2.3: Target Percentages of the TIMSS 2023 Science Assessment Devoted to
Content Domains at the Eighth Grade
Each of these content domains includes several major topic areas, and each topic area in turn
includes one or more topics. Each topic is further described by specific objectives that represent the
students’ expected knowledge, abilities, and skills assessed within each topic. Across the eighth grade
assessment, each objective receives approximately equal weight in terms of assessment items. The verbs
used in the objectives are intended to represent typical performances expected of eighth grade students,
but are not intended to limit performances to a particular cognitive domain. Each objective can be
assessed drawing on each of the three cognitive domains (knowing, applying, and reasoning). Some
objectives include additional parenthetical information. Illustrative examples appear after an “e.g.,” such
as in “Locate and identify major organs (e.g., lungs, stomach, brain) and the components of major organ
systems (e.g., respiratory system, digestive system) in the human body.” In some cases, the additional
information indicates the scope of the objective appropriate for eighth grade students and appears after
an “i.e.,” such as in “Describe the basic process of photosynthesis (i.e., requires light, carbon dioxide,
water, and chlorophyll; produces glucose/sugar; and releases oxygen).”
Biology
At the eighth grade, students build on the foundational life science knowledge they learned in the
primary grades, and develop an understanding of many of the most important concepts in biology. The
biology domain includes six topic areas:
• Characteristics and life processes of organisms
• Cells and their functions
• Life cycles, reproduction, and heredity
• Diversity, adaptation, and natural selection
• Ecosystems
• Human health
Ecosystems
1. The flow of energy in ecosystems:
A. Identify and provide examples of producers, consumers, and decomposers; construct or
interpret food web diagrams.
Human Health
1. Causes, transmission, prevention of, and resistance to diseases:
A. Describe causes, transmission, and prevention of common viral, bacterial, and parasite
diseases (e.g., influenza, measles, HIV, COVID-19, tetanus, malaria).
B. Describe the role of the body’s immune system in resisting disease and promoting healing
(e.g., antibodies in the blood help the body resist infection and white blood cells fight
Chemistry
At the eighth grade, students’ study of chemistry extends beyond developing an understanding of
everyday phenomena to learning the central concepts and principles that are needed for understanding
practical applications of chemistry and undertaking later, more advanced study. The chemistry domain
includes three topic areas:
• Composition of matter
• Properties of matter
• Chemical change
The composition of matter topic area focuses on differentiating elements, compounds, and mixtures
E
and understanding the particulate structure of matter. Included in this area also is the use of the
periodic table as an organizing principle for the elements. At a more macroscopic level, the properties
of matter topic area focuses on distinguishing between physical and chemical properties of matter and
understanding the properties of mixtures and solutions and the properties of acids and bases. The study
of chemical change focuses on the characteristics of chemical changes and the conservation of matter
during chemical changes.
Composition of Matter
1. Structure of atoms and molecules:
A. Describe atoms as composed of subatomic particles (i.e., negatively charged electrons
surrounding a nucleus containing positively charged protons and neutrons with no
charge).
B. Describe the structure of matter in terms of particles (i.e., atoms and molecules) and
describe molecules as combinations of atoms (e.g., H2O, O2, CO2).
2. Elements, compounds, and mixtures:
A. Describe the differences among elements, compounds, and mixtures; differentiate
between pure substances (i.e., elements and compounds) and mixtures (homogeneous and
heterogeneous) on the basis of their formation and composition.
3. The periodic table of elements:
A. Recognize that the periodic table is an arrangement of the known elements; recognize and
Properties of Matter
1. Physical and chemical properties of matter:
A. Distinguish between physical and chemical properties of matter.
B. Relate uses of materials to their physical properties (e.g., melting point, boiling point,
solubility, thermal conductivity).
C. Relate uses of materials to their chemical properties (e.g., tendency to rust, flammability).
2. Physical and chemical properties as a basis for classifying matter:
A. Classify substances according to physical properties that can be demonstrated or measured
(e.g., density, melting or boiling point, solubility, magnetic properties, electrical or thermal
conductivity).
B. Classify substances according to their chemical properties (e.g., reactivity, flammability).
3. Mixtures and solutions:
A. Explain how physical methods can be used to separate mixtures into their components.
B. Describe solutions in terms of substance(s) (i.e., solid, liquid, or gas solutes) dissolved in
a solvent and relate the concentration of a solution to the amounts of solute and solvent
present.
C. Explain how temperature, stirring, and surface area in contact with the solvent affect the
rate at which solutes dissolve.
4. Properties of acids and bases:
A. Recognize everyday substances as acids or bases based on their properties (e.g., acids
have pH less than 7; acidic foods usually have a sour taste; bases usually do not react with
metals; bases feel slippery).
B. Recognize that both acids and bases react with indicators to produce different color
changes.
C. Recognize that acids and bases neutralize each other.
Chemical Change
1. Characteristics of chemical changes:
A. Differentiate chemical from physical changes in terms of the transformation (reaction) of
one or more pure substances (reactants) into different pure substances (products).
B. Identify and describe evidence (i.e., temperature changes, gas production, precipitate
formation, color change, or light emission) that a chemical change has taken place.
Physics
As in the chemistry domain, students’ study of physics at the eighth grade extends beyond understanding
the scientific basis of common everyday observations to learning many of the central physics concepts
that are needed for understanding practical applications of physics or for undertaking advanced study
later in their education. The physics domain includes five topic areas:
• Physical states and changes in matter
• Energy transformation and transfer
• Light and sound
• Electricity and magnetism
• Motion and forces
Eighth grade students are expected to be able to describe processes involved in changes in the state
of matter and relate states of matter to the distance and movement among particles. They also should
be able to identify different forms of energy, describe simple energy transformations, apply the principle
of conservation of total energy in practical situations, and understand the difference between thermal
energy (heat) and temperature. Students at this level also are expected to know some basic properties of
light and sound, relate these properties to observable phenomena, and solve practical problems involving
the behavior of light and sound. In the topic area of electricity and magnetism, students should be
familiar with the electrical conductivity of common materials, current flow in electric circuits, and the
difference between simple series and parallel circuits. They also should be able to describe properties and
uses of permanent magnets and electromagnets. Students’ understanding of motion and forces should
include knowing general types and characteristics of forces and how simple machines function. They
should understand the concepts of pressure and density and be able to predict qualitative changes in
motion based on the forces acting on an object.
Earth Science
Topics covered in the teaching and learning of Earth science draw on the fields of geology, astronomy,
meteorology, hydrology, and oceanography, and are related to concepts in biology, chemistry, and physics.
Although separate courses in Earth science covering all of these topics are not taught in all countries, it
is expected that understandings related to Earth science topic areas will have been included in a science
curriculum covering the physical and life sciences or in separate courses such as geography and geology.
The TIMSS 2023 Science Framework identifies the following topic areas that are universally considered
to be important for students at the eighth grade to understand as they learn about the planet on which
they live and its place in the universe:
• Earth’s structure and physical features
• Earth’s processes, cycles, and history
• Earth’s resources, their use, and conservation
• Earth in the Solar System and the universe
Eighth grade students are expected to have some general knowledge about the structure and physical
features of Earth, including Earth’s structural layers, and the atmosphere. Students also should have a
conceptual understanding of processes, cycles, and patterns, including geological processes that have
occurred over Earth’s history, the water cycle, and patterns of weather and climate. Students should
demonstrate knowledge of Earth’s resources and their use and conservation, and relate this knowledge to
practical solutions to resource management issues. At this level, the study of Earth and the Solar System
includes understanding how observable phenomena relate to the movements of Earth and the Moon,
and describing the features of Earth, the Moon, and other planets.
Earth’s Structure and Physical Features
1. Earth’s structure and physical characteristics:
A. Describe the structure of the Earth (i.e., crust, mantle, inner core, and outer core) and the
physical characteristics of these distinct parts.
B. Describe the distribution of water on Earth in terms of its physical state (i.e., ice, water, and
water vapor), and fresh versus salt water.
2. Components of Earth’s atmosphere and atmospheric conditions:
A. Recognize that Earth’s atmosphere is a mixture of gases; identify the relative abundance of
its main components (i.e., nitrogen, oxygen, water vapor, and carbon dioxide), relate these
components to everyday life processes involving oxygen, water vapor, and carbon dioxide
(e.g., human lung function, photosynthesis).
B. Relate changes in atmospheric conditions (i.e., temperature and pressure) to changes in
altitude.
For the fourth and eighth grades, each content domain includes items developed to address each of
the three cognitive domains. For example, the life science content domain includes knowing, applying,
and reasoning items, as do the other content domains. The following sections further describe the
thinking processes that define the cognitive domains.
Knowing
Items in this domain assess students’ knowledge of facts, relationships, processes, concepts, and
equipment. Accurate and broad-based factual knowledge forms a foundation that students can draw
upon to successfully engage in the more complex cognitive activities essential to the scientific enterprise.
Identify or state facts, relationships, and concepts; identify the
characteristics or properties of specific organisms, materials, and
Recognize processes; identify the appropriate uses for scientific equipment and
procedures; and recognize and use scientific vocabulary, symbols,
abbreviations, units, and scales.
Describe or identify descriptions of properties, structures, and functions
Describe of organisms and materials, and relationships among organisms,
materials, and processes and phenomena.
Provide or identify examples of organisms, materials, and processes that
Provide Examples possess certain specified characteristics; and clarify statements of facts or
concepts with appropriate examples.
Applying
Items in this domain require students to engage in applying knowledge of scientific facts, relationships,
processes, concepts, equipment, and methods in contexts likely to be common in the teaching and
learning of science.
Reasoning
Items in this domain require students to engage in reasoning to analyze data and other information, draw
conclusions, and extend their understandings to new situations. Scientific reasoning also encompasses
developing hypotheses as well as designing scientific models and investigations. In contrast to the
more direct applications of science facts and concepts exemplified in the applying domain, items in the
reasoning domain may involve less common or more complicated contexts. Answering such items can
involve more than one approach or strategy.
1 Kelly, D., Centurino, V. A. S., Martin, M. O., & Mullis, I. V. S. (2020). TIMSS 2019 encyclopedia: Education policy
and curriculum in mathematics and science. Retrieved from Boston College, TIMSS & PIRLS International Study
Center website: https://timssandpirls.bc.edu/timss2019/encyclopedia/
2 Kelly, D., Centurino, V. A. S., Martin, M. O., & Mullis, I. V. S. (2020). TIMSS 2019 encyclopedia: Education policy
and curriculum in mathematics and science. Retrieved from Boston College, TIMSS & PIRLS International Study
Center website: https://timssandpirls.bc.edu/timss2019/encyclopedia/