Global Trends in Student Achievement: Comparative Perspectives of PISA, TIMSS and PIRLS
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https://doi.org/10.5281/zenodo.18149450Keywords:
PISA , TIMSS , PIRLS , international assessments , comparative education , education policyAbstract
This review examines comparative education through the analytical lens of international large-scale assessments. After outlining the knowledge economy and globalization as a theoretical background, the paper analyses PISA, TIMSS, and PIRLS in detail (history, scope, competencies assessed, age groups, periodicity, and implementing bodies). It summarizes Turkey’s participation history and rankings, compares the top‑performing countries in recent cycles, and highlights the sustained success of East Asian systems. While international assessments provide a reference point for benchmarking and reform, the paper underscores methodological caveats (measurement invariance, translation, sampling, test mode, inclusiveness). This study offers a critical discussion of Turkey’s educational performance dynamics and examines how high-performing countries’ strategies project onto the local context.
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