In TIMSS-95, participating countries could administer the TIMSS Performance Assessment consisting of practical tasks, and considered to match well with the Dutch intended curriculum. But in 1995, Dutch students did not score as expected on this test, revealing a discrepancy between intended and attained curriculum. Therefore, in 2000, the test was replicated. Results show an increased teachers' acceptance of the test, but – still – no significant gain in Dutch students' achievements. Additionally, if reliability is well controlled, the study revealed that there are valid mathematics assessment alternatives, which can supplement paper-and-pencil tests, not only in The Netherlands.
Vos, P., & Kuiper, W. (2005). Trends (1995-2000) in the TIMSS mathematics performance assessment in the Netherlands. Educational research and evaluation, 11(2), 141-154. https://doi.org/10.1080/13803610500110794