一、中文部份
天下雜誌教育基金會(2012)。何謂PIRLS & TIMSS？取自http://reading.cw.com.tw/Controller?event=READDOC&docid=2000247
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吳慧珉（2011)。解讀國際大型測驗之分數報告。取自：https://epaper.naer.ed
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林曉芳（2009）。影響中學生科學素養差異之探討: 以臺灣、日本、南韓和香港在 PISA 2006資料為例。教育研究與發展期刊，5（4），77-107。
侯雅齡（2010）。科學自我概念之大魚小池效應探究：資優生教育安置方式的思考。教育科學研究期刊，55 (3)，61-87。doi:1O.3966/2073753X2010095503003
侯雅齡（2013）。資優生科學自我概念與科學成就之縱貫研究。教育科學研究期刊，58(2)，57-90。doi:10.3966/2073753X2013065802003
張俊彥(2021)。第一章 緒論。載於張俊彥(主編)，國際數學與科學教育成就趨勢調查 2019國家報告（3-12頁）。臺北市：國立臺灣師範大學科學教育中心。
張俊彥、李哲迪（2018）。第一章緒論。張俊彥主編：國際數學與科學教育成就趨勢調查2015國家報告 (4-12頁 )。台北市：國立臺灣師範大學科學教育研究中心。
教育部（2012）。十二年國民基本教育－開啟孩子的無限可能。臺北市：作者。
教育部（2020）。臺灣參加國際數學與科學教育成就趨勢調查(TIMSS 2019)成果發表。取自https://www.k12ea.gov.tw/News/K12eaNewsDetail?filter=9F92BBB7-0251-4CB7-BF06-82385FD996A0&id=65befb59-246b-4445-ba8e-215307f5077d
曹博盛(2021)。第六章 TIMSS 2019 臺灣八年級學生數學成就及相關因素探討。載於張俊彥(主編)，國際數學與科學教育成就趨勢調查 2019國家報告（3-12頁）。臺北市：國立臺灣師範大學科學教育中心。
許添明、商雅雯、陳冠銘（2018）。兼顧公平與卓越的資源分配-投資弱勢者教育。載於徐美等合著；財團法人黃昆輝教授教育基金會主編，繁榮與進步：教育的力量（272-304頁）。臺北市：黃昆輝教授教育基金會。
楊朝祥（2003）。升學壓力是扭曲教育本質的元凶。國政分析。取自 http://old.npf.org.tw/PUBLICATION/EC/092/EC-B-092-010. htm
蔡明學、林信志（2012）。2011-2012 臺灣地區民眾對十二年國民基本教育議題看法之調查研究。新北市：國家教育研究院。
鄭芬蘭（2000）。學業成就(Academic Achievement)。教育大辭書。臺北市：國家教育研究院。取自http://terms.naer.edu.tw/detail/1314365/
鄭皓駿、陳婉琪（2017）。寧為雞首，不為牛後？班級排名對個人學業能力的影響。教育研究集刊，631，1-30。doi10.3966102887082017036301001
蕭儒棠(2021a)。第二章 TIMSS 2019 評量架構。載於張俊彥(主編)，國際數學與科學教育成就趨勢調查 2019國家報告（17-75頁）。臺北市：國立臺灣師範大學科學教育中心。
蕭儒棠(2021b)。第三章 研究設計與資料分析。載於張俊彥(主編)，國際數學與科學教育成就趨勢調查 2019國家報告（79-99頁）。臺北市：國立臺灣師範大學科學教育中心。
羅珮華（2003）。從 TIMSS 1999 探討國二學生的學習成就與學習時間及國家經濟能力之關係。科學教育月刊，256，3-11。
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