Analysis of Context Questionnaires in International Large-Scale Assessments (ILSAs): Identifying Instruments, Items, and Best Practices for Monitoring Educational Goals

The UNESCO Institute for Statistics (UIS) is central to defining and measuring globally comparable educational indicators. In this effort, UIS launched the Global Alliance to Monitor Learning (GAML), providing a platform to discuss technical approaches to measure learning outcomes. This initiative engages a diverse group of stakeholders including
researchers, UN agencies, international organizations, and NGO partners, organizing task forces aimed at assessing specific educational objectives.

As the deadline for the Agenda 2030 approaches, global leaders have launched a 'Decade of Action'. This initiative is designed to accelerate sustainable solutions to the world’s most pressing challenges, with a significant focus on improving educational quality globally.

The current project investigates the potential use of International Large-Scale Assessments (ILSAs) to evaluate and monitor SDG 4 targets. It examines which assessments and
instruments are currently being used and which ones could potentially be used, focusing on questionnaires directed at students, parents, teachers, and school directors, and
pinpointing specific items used to measure different concepts. Ultimately, the study will identify the most effective ILSA tools to measure SDG 4 targets, based on criteria including coverage, frequency, and validity.

The primary objective of this document is to report on an in-depth analysis of the potential use of International Large-Scale Assessments (ILSAs) in measuring educational outcomes related to key educational indicators. Specifically, the project aims to:

1. Identify and analyze the background questionnaires used in ILSAs: Determine which assessments and instruments are currently employed to measure SDG 4 targets and which ones could potentially be used, focusing on specific items within student, parent, teacher, and school director questionnaires.

2. Assess utilization across contexts: Investigate to what extent the use of these instruments (items/scales) across different educational contexts is validated by empirical evidence that ensures the consistency and comparability of the data collected across different settings.

3. Develop Criteria for item/scale Evaluation: Establish criteria for evaluating the effectiveness of these instruments (items/scales), considering additional factors such as coverage, periodicity, and validity, to identify best practices for monitoring target goals.