Policy implications stemming from international comparison testing continue to provoke fierce debate across the globe. At the same time, more complex methodological issues stemming from international surveys such as PISA, TIMSS, and PIRLS seem to be relegated to select measurement academic communities. This chapter attempts to bridge this divide by outlining key methodological considerations that public policymakers need to consider before making greater use of these surveys. In particular, we discuss specific survey error components and how different error components stem from the design, collection, processing, and analyses of survey data. Collectively, the review illustrates how the total survey error associated with countries’ educational achievement estimates are likely to be inflated by other errors besides the standard error reported by international survey organisers. The discussion outlines the policy relevance of the surveys’ estimates, measurement considerations for cross-national policy diffusion efforts, and the need to consider important revisions to existing international surveys to enhance the robustness of reported results.

SCHNEPF Sylke;  KLINGER Don;  VOLANTE Louis; 

2025-07-03

Sage Publication Ltd

JRC133998

978-1-52-960252-4 (print),   

https://sk.sagepub.com/hnbk/edvol/the-bera-sage-handbook-of-research-informed-education-practice/chpt/13-international-comparison-testing-measurement,    https://publications.jrc.ec.europa.eu/repository/handle/JRC133998,   

10.4135/9781036204679.n16 (online),