Unpacking the methodological and conceptual challenges of international large-scale assessments in comparative education research

International large-scale assessments (ILSAs) like PISA, TIMSS, and PIRLS have become increasingly prominent in comparative education research and policy. These assessments provide valuable data on student achievement across diverse country contexts. However, effectively utilizing ILSA data poses multifaceted conceptual and methodological challenges. This chapter provides a structured analysis of these challenges across three key dimensions: data collection, analysis, and interpretation/dissemination. During data gathering, factors like expanding country participation, non-response bias, and translation/adaptation issues can compromise valid score comparisons. The analysis phase brings additional concerns around technical procedures like multiple matrix sampling and ensuring measurement invariance. Finally, judicious interpretation and reporting of findings require caution around cultural assumptions, causal inferences, and avoiding political manipulation. While highlighting these crucial limitations, the chapter also showcases ILSA applications in comparative research on topics like social inequality and instructional quality. Additionally, it demonstrates their policy uses for setting learning standards, evaluating reforms, and enhancing accountability. Advancing technologies offer promising solutions, but responsible ILSA application ultimately requires acknowledging cultural contexts, analysis constraints, and interpretive nuance. With conceptual clarity and methodological rigor, ILSAs can inform equitable educational advancement globally.