View in EDS

Enhancing Cross-Cultural Comparisons in ILSAs: A Comprehensive Investigation and Guideline Development. Complementary Studies

Saved in:
Bibliographic Details
Title: Enhancing Cross-Cultural Comparisons in ILSAs: A Comprehensive Investigation and Guideline Development. Complementary Studies
Language: English
Authors: Andrés Sandoval-Hernández, Diego Carrasco, Nurullah Eryilmaz, International Association for the Evaluation of Educational Achievement (IEA) (Netherlands)
Source: International Association for the Evaluation of Educational Achievement. 2025.
Availability: International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. Tel: +31-20-625-3625; Fax: +31-20-420-7136; e-mail: department@iea.nl; Web site: http://www.iea.nl
Peer Reviewed: N
Page Count: 47
Publication Date: 2025
Document Type: Reports - Research
Education Level: Secondary Education
Descriptors: International Assessment, Cross Cultural Studies, Foreign Countries, Comparative Analysis, Reliability, Factor Analysis, Statistics, Teacher Surveys, Administrator Surveys, Principals, Psychometrics, Secondary School Teachers
Assessment and Survey Identifiers: Program for International Student Assessment, Teaching and Learning International Survey, Trends in International Mathematics and Science Study, International Civic and Citizenship Education Study
Abstract: This research integrates findings from two complementary studies to advance understanding of alignment optimization as a method for addressing measurement invariance challenges in international large-scale assessments (ILSAs). Study 1 provides a comprehensive scoping review of 18 empirical studies across assessments, including PISA, TALIS, TIMSS, and ICCS, analyzing the application of alignment optimization for enhancing cross-national comparability. The review reveals promising yet inconsistent outcomes, particularly in culturally and linguistically diverse contexts, and highlights methodological limitations and future directions for strengthening alignment approaches. Study 2 presents systemic evidence from TALIS 2018, examining the dimensionality, reliability, and cross-national comparability of teacher and principal scales. While classical multiple-group confirmatory factor analysis (MG-CFA) demonstrated limited scalar-level invariance for many scales, alignment optimization successfully enabled comparability for all principal scales but failed to meet thresholds for many teacher scales. Together, these studies underscore the potential of alignment optimization to improve comparability, especially for principal constructs, while identifying persistent challenges for teacher scales. This work contributes to the theoretical and practical discourse on ILSA methodologies, offering actionable recommendations for achieving more valid and equitable educational assessments globally. [This report was co-produced by the University of Bath and Pontificia Universidad Católica de Chile.]
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED679605
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED679605
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED679605
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Enhancing Cross-Cultural Comparisons in ILSAs: A Comprehensive Investigation and Guideline Development. Complementary Studies
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Andrés+Sandoval-Hernández%22">Andrés Sandoval-Hernández</searchLink><br /><searchLink fieldCode="AR" term="%22Diego+Carrasco%22">Diego Carrasco</searchLink><br /><searchLink fieldCode="AR" term="%22Nurullah+Eryilmaz%22">Nurullah Eryilmaz</searchLink><br /><searchLink fieldCode="AR" term="%22International+Association+for+the+Evaluation+of+Educational+Achievement+%28IEA%29+%28Netherlands%29%22">International Association for the Evaluation of Educational Achievement (IEA) (Netherlands)</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Association+for+the+Evaluation+of+Educational+Achievement%22"><i>International Association for the Evaluation of Educational Achievement</i></searchLink>. 2025.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. Tel: +31-20-625-3625; Fax: +31-20-420-7136; e-mail: department@iea.nl; Web site: http://www.iea.nl
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 47
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22International+Assessment%22">International Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Cross+Cultural+Studies%22">Cross Cultural Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Reliability%22">Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+Analysis%22">Factor Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics%22">Statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Surveys%22">Teacher Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Surveys%22">Administrator Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Program+for+International+Student+Assessment%22">Program for International Student Assessment</searchLink><br /><searchLink fieldCode="SU" term="%22Teaching+and+Learning+International+Survey%22">Teaching and Learning International Survey</searchLink><br /><searchLink fieldCode="SU" term="%22Trends+in+International+Mathematics+and+Science+Study%22">Trends in International Mathematics and Science Study</searchLink><br /><searchLink fieldCode="SU" term="%22International+Civic+and+Citizenship+Education+Study%22">International Civic and Citizenship Education Study</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This research integrates findings from two complementary studies to advance understanding of alignment optimization as a method for addressing measurement invariance challenges in international large-scale assessments (ILSAs). Study 1 provides a comprehensive scoping review of 18 empirical studies across assessments, including PISA, TALIS, TIMSS, and ICCS, analyzing the application of alignment optimization for enhancing cross-national comparability. The review reveals promising yet inconsistent outcomes, particularly in culturally and linguistically diverse contexts, and highlights methodological limitations and future directions for strengthening alignment approaches. Study 2 presents systemic evidence from TALIS 2018, examining the dimensionality, reliability, and cross-national comparability of teacher and principal scales. While classical multiple-group confirmatory factor analysis (MG-CFA) demonstrated limited scalar-level invariance for many scales, alignment optimization successfully enabled comparability for all principal scales but failed to meet thresholds for many teacher scales. Together, these studies underscore the potential of alignment optimization to improve comparability, especially for principal constructs, while identifying persistent challenges for teacher scales. This work contributes to the theoretical and practical discourse on ILSA methodologies, offering actionable recommendations for achieving more valid and equitable educational assessments globally. [This report was co-produced by the University of Bath and Pontificia Universidad Católica de Chile.]
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED679605
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED679605
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 47
    Subjects:
      – SubjectFull: International Assessment
        Type: general
      – SubjectFull: Cross Cultural Studies
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Reliability
        Type: general
      – SubjectFull: Factor Analysis
        Type: general
      – SubjectFull: Statistics
        Type: general
      – SubjectFull: Teacher Surveys
        Type: general
      – SubjectFull: Administrator Surveys
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Psychometrics
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Program for International Student Assessment
        Type: general
      – SubjectFull: Teaching and Learning International Survey
        Type: general
      – SubjectFull: Trends in International Mathematics and Science Study
        Type: general
      – SubjectFull: International Civic and Citizenship Education Study
        Type: general
    Titles:
      – TitleFull: Enhancing Cross-Cultural Comparisons in ILSAs: A Comprehensive Investigation and Guideline Development. Complementary Studies
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: International Association for the Evaluation of Educational Achievement (IEA) (Netherlands)
      – PersonEntity:
          Name:
            NameFull: Andrés Sandoval-Hernández
      – PersonEntity:
          Name:
            NameFull: Diego Carrasco
      – PersonEntity:
          Name:
            NameFull: Nurullah Eryilmaz
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Titles:
            – TitleFull: International Association for the Evaluation of Educational Achievement
              Type: main
ResultId 1