Analysing the (Mis)Use and Consequences of International Large-Scale Assessments

  • Stefan JohanssonEmail author
Part of the Globalisation, Comparative Education and Policy Research book series (GCEP, volume 20)


When insights are shared across borders, similarities in structures, polices, pedagogies and curricula can emerge. One global force is international large-scale assessments (ILSA), which have been criticized for spreading isomorphic ideologies. At the same time, ILSA data may have the potential to legitimize informed decisions, now covering long-term trend databases from many school-systems. Further, IEA encyclopedias, papers presented at IEA and PISA research conferences, and a growing volume of academic publications all point to numerous studies that draw on international assessment datasets to explore issues of pedagogy and classroom practice. Given the rigorous test administration of ILSA’s, the data generated has the potential to provide nuanced snapshots of characteristics of different school-systems, provided that is that the data are used with caution. But are data used with caution? The current chapter discusses the use and possibilities of ILSA data and how results on ILSA’s impact education and policy reforms world-wide.


Assessment Comparative education Education policy Globalization International large-scale assessments PISA Consequential validity Policy impact 


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© Springer Nature B.V. 2020

Authors and Affiliations

  1. 1.Department of Education and Special EducationUniversity of GothenburgGothenburgSweden

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