This book brings together contributions from different scholarly contexts that address a diverse range of focused topics, as well as empirical and conceptual perspectives, on research with international studies.

Some chapters focus on technical aspects, exploring opportunities for drawing causal inferences from the data, and investigating biases originating in distributional scale properties. Others are of a more conceptual nature, addressing changes in the relevance of socio-economic indicators across time and countries, examining the exposure of mother-tongue and English instruction on performance and investigating the effects of test construction on gender difference.

The discussion takes a much-needed meta-perspective on the usefulness of international large-scale assessments for educational research and allows reflection upon possibilities and opportunities for their improvement. This book was originally published as a special issue of Assessment in Education.

chapter |4 pages


Doing research with international assessment studies: methodological and conceptual challenges and ways forward
ByJenny Lenkeit, Knut Schwippert

chapter |23 pages

Addressing omitted prior achievement bias in international assessments: an applied example using PIRLS-NPD matched data

ByDaniel H. Caro, Leonidas Kyriakides, Ioulia Televantou

chapter |20 pages

Can test construction account for varying gender differences in international reading achievement tests of children, adolescents and young adults? – A study based on Nordic results in PIRLS, PISA and PIAAC
ByOddny Judith Solheim, Kjersti Lundetræ

chapter |10 pages

Improving international assessment through evaluation

ByDavid Rutkowski