This paper is to examine to describe and analyze the comparative style of reason in research on international comparisons of school results through large-scale studies (International Large Scale Assessments, ILSA) . Our focus is on the epistemic principles that order the categories and distinctions through which national school systems and school pupulations are compared in the OECD's research programme, PISA (Programme for Individual Study Assessment), and IEA (International Association for the Evaluation of Educational Achievement) two program TIMSS ( Trends in International Mathematics and Science Study) and CIVED/ICCS (Civic Education Study).  We examine how equivalences are established to create universal distinctions  by which difference is defined; the organization of “context” that are used to talk about difference, and how the ranking of systems are translated into strategies for improvement of these systems.  In exploring this research field, we seek to identify and understand the theory of change embodied in the ILSAs, the machinery through which comparison is produced, and the boundaries created about what is possible and not possible for thinking and acting of educational systems.  

Hacking, Ian (1992) “Style” for historians and philosophers.  Studies in the History and Philosophy of Science. 23(1): pp.1-20.