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Over the years, PISA tests have been researched from a number of perspectives including their psychometric validity and reliability, their policy impacts, and their reception among educators and policymakers. However, there is still a lack of investigation into the factors that shape students’ responses on the assessment. The few scholars that have forayed into this […]

There have been a lot of discussions on the policy impact of international large-scale assessments (ILSAs) on education systems. But do ILSAs ultimately influence students’ learning? In this blog post, Huiming Ding answers this question by drawing on findings from her study of the impact of the Programme for International Student Assessment (PISA) has at local, […]

In this post, Maksud Ali, Obaidul Hamid & Ian Hardy from the University of Queensland, discuss their recent paper ‘Ritualisation of testing: problematising high-stakes English-language testing in Bangladesh‘, published in COMPARE, 2020 (vol 50, Issue 4). High-stakes testing has become an inevitable part of Bangladeshi society. In this densely populated country, education and employment opportunities […]

By Roar Grøttvik, Political adviser, Union of Education Norway   The education systems in most OECD countries have now lived with the consequences of International Large-Scale Assessments (ILSAs) for more than a quarter of a century. Although these international assessments (TIMSS, PISA, PIAAC, PIRLS, etc.) have been debated extensively during this period, it is high […]