International large-scale assessments (ILSAs) such as TIMSS, PIRLS, and PISA provide critical insights into educational achievement and equity across diverse global contexts. These studies are invaluable tools for monitoring trends, comparing educational systems, and, when used in an appropriate way, informing educational policy and practice (Johansson, 2016). Additionally, ILSAs function as laboratories for advancing research methodologies and understanding the systemic factors that influence educational outcomes (Strietholt & Scherer, 2018). This symposium offers a comprehensive exploration of these themes, structured across four interrelated sessions and thematic areas that address equity, methodological challenges, civic education, and the use of ILSAs findings for policy and practice.

The first thematic area examines educational inequities, focusing on disparities in educational opportunities and outcomes. Topics include the role of socioeconomic background, home language, and classroom composition in shaping student outcomes. The discussions highlight how systemic inequities manifest across national contexts and intersect with factors such as migration, gender, linguistic diversity, and school governance, while looking at the broader implications for equity in education.

The second thematic area addresses methodological challenges in ILSAs, highlighting issues related to assessment design, data collection and comparability. Discussions explore the transition from paper-based to computer-based assessments and its implications for fairness, comparability and response rates. Additional topics include the challenges of ensuring assessment validity across diverse contexts, and the role of accommodations in supporting the participation of students with special needs.

The third thematic area focuses on policy and practice implications of ILSAs. Discussions explore how these studies can inform the development of more equitable and effective educational systems, emphasizing the importance of leveraging international data to address disparities and improve outcomes. Topics include the effect of educational policies on student achievement and psychosocial well-being, the influence of global and national indicators on educational outcomes. The role of analytic choices in shaping research findings is also critically examined, highlighting the potential for uncertainty in conclusions when different methodological pathways are pursued.

The fourth thematic area focuses on civic and citizenship education, emphasizing the role of education in preparing students for an increasingly complex and uncertain world. Discussions examine how schools shape civic competence, attitudes and engagement, a topic of rising importance in the face of rising ideological tensions, demographic shifts, and evolving global challenges. The specific topics covered in this session are students’ perceptions of student participation at school, students’ attitudes toward minorities, and the impact of early school tracking on civic competence.

By dividing the symposium into four sessions, this format allows for a balanced and in-depth exploration of each thematic area while maintaining a cohesive narrative. The sessions aim to foster dialogue among researchers, policymakers, and practitioners, addressing critical questions about the role of ILSAs in advancing equity, refining methodologies, and informing educational strategies. This symposium underscores the transformative potential of ILSAs as tools for understanding and addressing challenges in education, highlighting both the opportunities and complexities of using international data to inform research, policy, and practice. The discussions aim to inspire further innovation and collaboration, paving the way for more equitable and effective educational systems worldwide.

Johansson, S. (2016). International large-scale assessments: what uses, what consequences? Educational Research, 58(2), 139–148. doi:10.1080/00131881.2016.116555 Strietholt, R., & Scherer, R. (2018). The contribution of international large-scale assessments to educational research: Combining individual and institutional data sources. Scandinavian Journal of Educational Research, 62(3), 368-385.