International Assessments

The Trends in International Mathematics and Science Study (TIMSS)provides reliable and timely data on the mathematics and science achievement of U.S. fourth- and eighth-grade students compared to that of students in other countries and jurisdictions.

The International Computer and Information Literacy Study (ICILS) is an international comparative study that uses an innovative, computer-based assessment to evaluate students’ computer and information literacy—their ability to use computers to investigate, create, and communicate in order to participate effectively at home, at school, in the workplace, and in the community.

The Teaching and Learning International Survey (TALIS) is an international study of teachers, teaching, and learning environments. TALIS offers an opportunity for teachers and school principals to provide their perspectives on the state of education in their own countries, allowing for a global view of teachers and the education systems in which they work. TALIS is coordinated by the Organization for Economic Cooperation and Development (OECD), and administered to teachers in grades 7, 8, and 9 in the US.

The Program for International Student Assessment (PISA) is a system of international assessments that measures 15-year-old students’ reading, mathematics, and science literacy. PISA also includes measures of general or cross-curricular competencies, such as problem solving. PISA emphasizes functional skills that students have acquired as they near the end of compulsory schooling.

The Progress in International Reading Literacy Study (PIRLS) examines the reading achievement and reading behaviors and attitudes of fourth-grade students in the United States and students in the equivalent of fourth grade in other participating countries. In 2016, students in 54 education systems participated in PIRLS. For the first time, PIRLS also included an innovative assessment of online reading called ePIRLS. The next administration will be in spring of 2021, following the field test in 2020. The International Association for the Evaluation of Educational Achievement (IEA) coordinates PIRLS.

The High School Longitudinal Study of 2009 is a nationally representative, longitudinal study of more than 21,000 ninth-graders in 944 schools who will be followed throughout their secondary and postsecondary years. The study focuses on understanding students’ trajectories from the beginning of high school into postsecondary education, the workforce, and beyond. It was most recently conducted in 2016, when most sample members were three years out of high school.

The Middle Grades Longitudinal Study of 2017-2018 will be the first study to follow a nationally representative sample of students as they move through the middle grades. Data on the academic progress, experiences, and lives of mainstream and special needs students during these critical years will allow researchers to examine associations between contextual factors and student outcomes. There will be a special focus on socioemotional functioning, executive function, transition to high school, and later education and career outcomes.

The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 provides comprehensive and reliable data about children’s early learning and development, transition into kindergarten, and progress through school. The data collected over the years allow researchers, policymakers, and educators to study how child, home, classroom, school, and community factors at various points in the child’s life relate to cognitive, social, and emotional development, as well as physical growth.

The International Early Learning Study (IELS)is a new study sponsored by the Organization for Economic Cooperation and Development (OECD). IELS focuses on young children and their cognitive and non-cognitive skills and competencies as they transition to primary school. IELS is designed to examine children’s early learning and development in a broad range of domains.

For information about International Assessment Activities… Please feel free to contact:

    • Gary McIlvaine, Arizona Director for NAEP and International Studies
    • [email protected]
    • 602-364-1583