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ERIC Number: ED462765
Record Type: RIE
Publication Date: 1999-Sep
Pages: 60
Abstractor: N/A
ISBN: ISBN-92-803-1188-3
The Benefits and Limitations of International Educational Achievement Studies. Trends in Education.
Beaton, Albert E.; Postlethwaite, T. Neville; Ross, Kenneth N.; Spearritt, Donald; Wolf, Richard M.
This booklet examines high-profile issues and major questions involved in international educational achievement studies. Some of these questions, which education activists and the public most often ask, are as follows: What benefits do international studies of achievement have for development of curricula in countries participating in this study? To what extent can the operation of a national system of curriculum (versus a state curriculum or school district curriculum or school-based curriculum) be assessed in an international study? If a comparison of subgroups of students within a country is to be undertaken, what are the subgroups that should be compared and why? Conceptualization and conduct of international studies are not an easy matter, but if they are well done, they can be of great benefit to national policymakers in education. Appendix 1 gives a brief description of the studies mentioned in this report. Appendix 2 alerts readers to the kinds of questions they should be asking when reading the reports of studies on international educational achievement. (Contains 47 references.) (RT)
International Institute for Educational Planning/UNESCO, 7-9 rue Eugene-Delacroix, 75116 Paris, France ($10). Tel: +33(1) 45 03 77 00; Fax: +33(1) 40 72 83 66; Web site:; e-mail: For full text:
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: Policymakers; Practitioners; Researchers
Language: English
Sponsor: N/A
Authoring Institution: United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning.; International Academy of Education, Brussels (Belgium).
Grant or Contract Numbers: N/A