The International Computer and Information Literacy Study (ICILS) 2023 International Database (IDB) is now publicly available, offering data on computer and information literacy from over 130,000 eighth-grade students, 60,000 teachers, and 5,000 s
The LaNA (Literacy and Numeracy Assessment) 2023 Linking Study report is now available open-access online. Conducted by IEA and the TIMSS & PIRLS International Study Center at Boston College, the study aimed to measure basic reading and mathematics skills at the primary school level.
Authored by A. Clerkin and E. Delaney at the Education Research Centre in Ireland, this latest edition of the IEA Compass: Briefs in Education series explores how data from ILSAs has influenced education reform policy in Ireland. It provides a fascinating look at how one country successfully used evidence from IEA studies to inform its national education strategy—offering a example for policymakers worldwide who may wish to leverage ILSA data in their own national contexts.
The PISA in Focus series offers monthly, policy-oriented notes that delve into key topics from the Programme for International Student Assessment (PISA).
The Southeast Asia Primary Learning Metrics (SEA-PLM) 2024 Test and Questionnaire Framework is now available. It underscores the program’s commitment to high-quality and context-relevant educational assessment. By incorporating lessons from its first cycle, SEA-PLM 2024 aims to support trend analysis and improve education systems in the region.
The SEA-PLM Compendium provides educators with public reading and mathematics items from the 2019 assessment cycle, offering valuable tools to improve teaching in literacy and numeracy.
The Programme for the International Assessment of Adult Competencies (PIAAC) released the results from the 2nd Cycle of its Survey of Adult Skills on December 10, 2024. This survey measured literacy, numeracy, and adaptive problem-solving skills among adults aged 16-65 across 31 participating countries.
The ICILS 2023 International Report was launched on 12 November at Aarhus University, Copenhagen. The report highlights trends in students’ Computer and Information Literacy (CIL) and Computational Thinking (CT), offering key insights for policy and practice.
A study by ACER, commissioned by DFAT, highlights the importance of including teachers' insights in education reforms across Vanuatu, Lao PDR, and Timor-Leste. The research gathered input from teachers and classroom observations to inform strategies for improving teaching practices and student learning.
The OECD's PISA 2022 Report (Volume III), titled Creative Minds, Creative Schools, highlights global student performance in creative thinking across 64 countries. This volume examines how students' ability to generate original ideas is influenced by various factors such as socio-economic status, school environments, and teacher attitudes.