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International Large-Scale Assessments (ILSAs): what have they done for education?

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Title: International Large-Scale Assessments (ILSAs): what have they done for education?
Authors: Addey, Camilla1 (AUTHOR), Sellar, Sam2 (AUTHOR) sam.sellar@unisa.edu.au, Rutkowski, David3 (AUTHOR), Gorur, Radhika4 (AUTHOR), Waldow, Florian5 (AUTHOR), Takayama, Keita2 (AUTHOR), Grek, Sotiria6 (AUTHOR)
Source: Discourse: Studies in the Cultural Politics of Education. Dec2025, Vol. 46 Issue 6, p703-716. 14p.
Subject Terms: *Educational tests & measurements, *Educational evaluation, *Scholarly method, *Academic discourse, Critical analysis
Abstract: For over two centuries, education scholars and policy communities have sought to measure and compare education. However, it is only in recent decades that comparative measurements of learning began rising to prominence above all other educational data. Comparative learning measures are now so established that gathering comparative learning data has become an educational purpose in itself. This Commentary Paper provides a timely critical reflection on the impact of International Large-Scale Assessments (ILSAs) 30 years on from a key moment in their emergence. The first part of the paper offers a brief history of the rise of ILSAs and overview of ILSA research. The second part presents reflections from scholars who have made a significant contribution in this field – Rutkowski, Waldow, Gorur, Takayama, and Grek. They discuss what ILSAs have done for education, whilst reflecting on how ILSAs have created absences in the educational debate, and where attention might be productively re-directed in future scholarship. [ABSTRACT FROM AUTHOR]
Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: International Large-Scale Assessments (ILSAs): what have they done for education?
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  Data: <searchLink fieldCode="JN" term="%22Discourse%3A+Studies+in+the+Cultural+Politics+of+Education%22">Discourse: Studies in the Cultural Politics of Education</searchLink>. Dec2025, Vol. 46 Issue 6, p703-716. 14p.
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  Data: *<searchLink fieldCode="DE" term="%22Educational+tests+%26+measurements%22">Educational tests & measurements</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Scholarly+method%22">Scholarly method</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+discourse%22">Academic discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+analysis%22">Critical analysis</searchLink>
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  Data: For over two centuries, education scholars and policy communities have sought to measure and compare education. However, it is only in recent decades that comparative measurements of learning began rising to prominence above all other educational data. Comparative learning measures are now so established that gathering comparative learning data has become an educational purpose in itself. This Commentary Paper provides a timely critical reflection on the impact of International Large-Scale Assessments (ILSAs) 30 years on from a key moment in their emergence. The first part of the paper offers a brief history of the rise of ILSAs and overview of ILSA research. The second part presents reflections from scholars who have made a significant contribution in this field – Rutkowski, Waldow, Gorur, Takayama, and Grek. They discuss what ILSAs have done for education, whilst reflecting on how ILSAs have created absences in the educational debate, and where attention might be productively re-directed in future scholarship. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Dec2025
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