Publications
Publications

Publications

IEA is committed to ensuring that our comparative research projects and other large-scale assessments in education are available open access. We focus on sharing and improving the science and outcomes of large-scale assessments in education to enhance teaching and learning around the world.

Our publications include results and supporting information for IEA studies, two open access publication series with Springer and a special IEA Compass series aimed at policymakers and practitioners. Additional publications include our newsletter, infographics and flyers for IEA studies and press releases about IEA results and projects. Please visit the publications database for a full overview of all our materials.

The IEA Style Guide contains detailed information for authors interested in publishing with IEA.

If you are interested in producing translations of IEA materials, please contact IEA Amsterdam.

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Latest Publications

Study Documents

PIRLS 2026 Assessment Frameworks

The PIRLS 2026 Assessment Framework provides the design and specifications for assessing students' reading achievement and collecting contextual data for reading development.

PIRLS Insights: COVID-19 Research Resources in PIRLS 2021

The second PIRLS Insights Report contains a wealth of contextual information on instruction and learning at home and in schools during the pandemic, collected via the PIRLS 2021 Home, School, and Curriculum questionnaires.

ICCS 2022 European Report: Young Citizens' Views and Engagement in a Changing Europe

Using a specially designed European student questionnaire, ICCS 2022 measured aspects of civic and citizenship education that have relevance within the European context, by considering social and political issues that participating European countries viewed as relevant in the region.

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PIRLS Insights: Aspects of Student Well-Being and Reading Achievement in PIRLS 2021

Student well-being has emerged as a topic of considerable interest to both researchers and educators. The first report in the PIRLS Insights Series, Aspects of Student Well-Being and Reading Achievement in PIRLS 2021, examines possible relationships between reading achievement and factors that may impact students' well-being

ICCS 2022 International Report: Education for Citizenship in Times of Global Change

Key findings and international results from the third cycle of the International Civic and Citizenship Education Study.

Note:
This is the revised edition of International Report as 19 February 2024. An errata note in the report (pp316-21) lists the incorrect data spotted in the first edition of the ICCS 2022 International Report, Education for Citizenship in Times of Global Change, released on 28 November 2023.

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Study Documents

International Reports of IEA Studies
National Reports of IEA Studies
Other Reports

Series and Journals

Socioeconomic Segregation and Educational Inequality

This book uses IEA assessments to examine the relationship between socioeconomic segregation between classrooms and student outcomes. It explores whether the school structure’s relationship to educational inequality exhibits content and longitudinal heterogeneity.

September 2024: Why Boys May Need More Support in Building Their Reading Motivation

Using data from PIRLS (Progress in International Reading Literacy Study) 2016 and 2021 this brief highlights the importance of targeted educational policies and interventions to support boys in developing their reading skills, proposing actionable measures to support reading literacy achievement.

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June 2024: Using Process Data in Large-scale Assessments An Example With an eTIMSS Problem Solving and Inquiry Item

This Compass Brief analyzes the process data associated with the Robot Item from the eTIMSS 2019 PSI mathematics assessment to highlight how educational stakeholders can better understand students’ cognitive processes when solving tasks in technology-enhanced environments.

Effective and Equitable Teacher Practice in Mathematics and Science Education

This book examines teacher practices in primary school by exploring the content teachers cover in their teaching, the quality of their teaching, and their assessment practices. The aim is to examine how these practices are related to achievement and changes in achievement in mathematics and science over time, as well as how they are related to educational equity in the Nordic countries.

April 2024: Teaching Quality, Limitations to Teaching, and Their Links to Student Achievement: Insights from Nordic Primary Schools

Findings from the Northern Lights book project and TIMSS show that classrooms reported as having limitations and disruptions are associated with lower learning outcomes. This brief highlights the importance of teacher support of students, and supporting teachers so they are empowered to deliver engaging classes.

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