Abstract
This article provides a basic introduction to the area of large-scale assessments (LSA) for qualitative researchers, with the aim of drawing attention to and advocating for wider use of LSA results. LSAs are not designed to yield straightforward policy recommendations leading to a direct impact; however, they provide a rich source of contextual information, as well as data on educational outcomes for secondary analysis. They should be perceived as part of the empirical evidence necessary for testing theoretical models. Scholars could and should take a more active role in LSA development and in the analysis of LSA results for improving national educational systems in culturally valid and reasoned ways.
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