Abstract
Following a brief overview of the history of international evaluations, this article describes the research frameworks and methods commonly used by international evaluations – including approaches used to ensure that outcomes are valid across cultural, national, and linguistic boundaries – that the target populations from which the samples in participating countries are drawn are comparable, and that the assessments are administered under comparable conditions. The article also provides an assessment of the utility of international evaluations for policy and research, including their potential to show what is possible in education in terms of the quality of learning outcomes – as demonstrated by the best-performing systems – and their utility to set policy targets in terms of measurable goals achieved by other education systems.
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