Publications

IEA’s recent Teacher Snippet XL looks at five key principles for teaching reading comprehension as defined

The Program for the International Assessment of Adult Competencies (PIAAC) related publication should provide information on how to support adults in the U.S. who began but did not complete educational qualifications.

This report follows up an earlier pilot study, collecting expert evaluations of how well artificial intelligence (AI) can do the literacy and numeracy tests of the OECD Survey of Adult Skills of the Programme for International Assessment of Adult Competencies (PIAAC).

The IEA Compass: Briefs in Education Series of January 2023 uses TIMSS 2019 data to address how cyberbullying is negatively associated with mathematics achievement in the eighth grade.

Are students ready to take on environmental challenges? The current PISA publication discusses this question. The report uses data from PISA 2006 and 2015 assessments when Science was the main assessment domain and from PISA 2018 Global Competence framework. The publication gives insight into the level of awareness of students regarding environmental issues and their willingness to take action. Finally, it discusses how education can better prepare students to face environmental problems.

The OECD recently published a new book in the OECD Reviews of Vocational Education and Training series.

TIMSS 2023 Environmental Attitudes and Behaviors Framework serves as a supplement to the TIMSS 2023 Context Questionnaire Framework and provides information regarding environmental attitudes and behaviors of students.

In January 2022, IEA and UNESCO published the Responses to Educational Disruption Survey (REDS) international report and released the international database. REDS collected data from 11 countries from across the globe to provide a picture of the situation caused by the COVID-19 pandemic, as well as the responses of the respective educational systems to the disruption. To introduce to the study, a podcast has been created. Sabine Meinck, co-editor of the international report, and Dirk Hastedt, Executive Director of IEA, introduce to the findings, challenges, and benefits of the study.

This publication provides a first set of analyses of data collected from over 30 systems through an OECD survey. It describes the mechanisms used to facilitate research use in education policy and practice, and the levels of engagement of various actors in these processes.

The international handbook of comparative large-scale studies in education provides an overview of history, theory, aims, and methodology of international large-scale assessment (ILSA). It introduces how to analyze the ILSA data, and it describes exemplary how researchers have been using ILSA data to investigate the relationship between school climate and student outcomes. Many other aspects are covered by the handbook which concludes with an outlook to future potential of the ILSAs.