Rebecca Vukovic, in her article, argues that although almost 90% of teachers in OECD's TALIS 2018 study reported that they liked their profession, only a few reported that they think they were valued by the society. In this article, the author goes on to disseminate findings from the TALIS 2018 study to highlight teachers' views on different aspects of their profession.

Jenny Anderson and Amanda Shendruk disseminate results of Programme for International Student Assessment (PISA) for its 2018 cycle under various themes across countries. They emphasize that similar to the previous cycle of PISA, China and Singapore ranked top in math, science, and reading. The article also stated that Estonia performed significantly better than its performance in the prior cycle.

A new research paper authored by Jihyun Lee and Minge Chen, illustrates empirical findings that measure predictive validities of non-cognitive variables for mathematics achievement based on the TIMSS 2015 study, for students in the primary and secondary school across multiple countries.

The UNESCO paper explains in details how Large Scale Learning Assessments (LSLA) are influencing important education policies in more than half of the countries around the globe. It also unfolds the future possibilities of further LSLAs and how it is encouraged by the new emphasis on equitable, effective and relevant learning inherent to the 2030 Agenda for Sustainable Development and the resulting focus on using data to improve policies and strategies.  

Outcomes and Causal Inference in International Comparative Assessment European Training Network (OCCAM-ETN) has launched a blog site with the aim to disseminate research related to international large-scale assessments, such as PISA, TIMSS, PIRLS, and ICCS.