Background, Aims, and Theories of the Comparative Large-Scale Studies in Education

Abstract

A large body of knowledge and competence has accumulated since the first international large-scale assessment (ILSA) was implemented in the 1960s. Moreover, ILSA inspired numerous valuable debates about education, policy, assessment, and measurement over this period. Since the first ILSA, the number of publications using ILSA data for research has increased near exponentially. Given the important role of the ILSAs for education, policy, practice, and research, there is a need to synthesize all this knowledge. This handbook synthesizes the knowledge that has emerged from the ILSAs, the debates on ILSAs, theories underlying the ILSAs, historical and political perspectives, the methodology pertaining to ILSAs, and the findings from the studies using ILSA data. The present chapter introduces the handbook, and describes its aims, themes, underlying theories, and perspectives. Furthermore, the chapter positions the handbook into the existing literature and describes the targeted audience.KeywordsInternational Large-scale AssessmentEducational effectivenessThe IOP modelThe hiearchical school systemPolitical and methodological perspectives