[1] Baroutsis, A., & Lingard, B. (2022). A methodological approach to the analysis of PISA microblogs: social media during the release of the PISA 2015 results. Journal of Education Policy, 37(6), 904–924. https:// doi.org/10.1080/02680939.2021.1937706
[2] Bracey, G. W. (2003). PIRLS before the Press. Phi Delta Kappan, 84(10), 795–795. https://doi. org/10.1177/003172170308401017
[3] Burdett, N. (2013). The misuse of international studies in UK education. SecED.
[4] Checchi, D., & Verzillo, S. (2017). The Role of PISA in Regional and Private/Public Debates in Italy. In L. Volante (Ed.), Routledge Research in Education Policy and Politics, (pp. 127–148). Routledge.
[5] Chen, X. (2022). The effects of individual- and classlevel achievement on attitudes towards mathematics: An analysis of Hong Kong students using TIMSS 2019. Studies in Educational Evaluation, 72, 101113. https://doi.org/10.1016/j.stueduc.2021.101113
[6] Dohn, N. B. (2007). Knowledge and Skills for PISA?Assessing the Assessment. Journal of Philosophy of Education, 41(1), 1–16. https://doi.org/10.1111/j.1467-9752.2007.00542.x
[7] Elstad, E. (2023). The Evolution of the Extended Comprehensive School Model and the Modern Profession-Oriented Teacher Education After World War II (pp. 35–72). https://doi.org/10.1007/978-3- 031-26051-3_3
[8] Engel, L. C. (2015). Steering the National: Exploring the Education Policy Uses of PISA in Spain. European Education, 47(2), 100–116. https://doi.org/10.1080/1 0564934.2015.1033913
[9] Feniger, Y., & Lefstein, A. (2014). How not to reason with PISA data: an ironic investigation. Journal of Education Policy, 29(6), 845–855. https://doi.org/10 .1080/02680939.2014.892156
[10] Fredriksson, U., Holzer, T., McCluskey-Cavin, H., & Taube, K. (2009). Strengths and Weaknesses in the Swedish and Swiss Education Systems: A Comparative Analysis Based on PISA Data. European Educational Research Journal, 8(1), 54–68. https:// doi.org/10.2304/eerj.2009.8.1.54
[11] Freitas, P., Nunes, L. C., Balcão Reis, A., Seabra, C., & Ferro, A. (2016). Correcting for sample problems in PISA and the improvement in Portuguese students’ performance. Assessment in Education: Principles, Policy & Practice, 23(4), 456–472. https://doi.org/1 0.1080/0969594X.2015.1105784
[12] Gaber, S., Cankar, G., Umek, L. M., & Tašner, V. (2012). The danger of inadequate conceptualisation in PISA for education policy. Compare: A Journal of Comparative and International Education, 42(4), 647–663. https://doi.org/10.1080/03057925.2012.65 8275
[13] Glassow, L. N., Rolfe, V., & Hansen, K. Y. (2021). Assessing the comparability of teacher-related constructs in TIMSS 2015 across 46 education systems: an alignment optimization approach. Educational Assessment, Evaluation and Accountability, 33(1), 105–137. https://doi.org/10.1007/s11092-020-09348- 2
[14] Gravel, N., & Robin, L. (2022). Evaluating Education Systems Through Inequalities Between Families. Dialogues Economiques. https://www. dialogueseconomiques.fr/en/article/evaluatingeducation-systems-through-inequalities-betweenfamilies
[15] Hoang, A.-D. (2024). Studies on TIMSS, PIRLS and PISA from 1995 to 2023. Harvard Dataverse. https://doi. org/https://doi.org/10.7910/DVN/YXKVUR
[16] Hoang, A.-D., Pham, H.-H., Nguyen, Y.-C., Nguyen, L.-K.-N., Vuong, Q.-H., Dam, M. Q., Tran, T., & Nguyen, T.-T. (2020). Introducing a tool to gauge curriculum quality under Sustainable Development Goal 4: The case of primary schools in Vietnam. International Review of Education, 66(4), 457–485. https://doi.org/10.1007/s11159-020-09850-1
[17] Hwang, J., Runnalls, C., Bhansali, S., Navaandamba, K., & Choi, K. M. (2017). “Can I do well in mathematics reasoning?” Comparing US and Finnish students’ attitude and reasoning via TIMSS 2011. Educational Research and Evaluation, 23(7–8), 328–348. https:// doi.org/10.1080/13803611.2018.1500293
[18] Jerrim, J. (2011). England’s “plummeting” PISA test scores between 2000 and 2009: Is the performance of our secondary school pupils really in relative decline (DoQSS Working Papers).
[19] Kell, M., & Kell, P. (2014). Global Testing: PISA, TIMSS and PIRLS. In Literacy and Language in East Asia (pp. 33–49). Springer Singapore. https://doi. org/10.1007/978-981-4451-30-7_5
[20] Labaree, D. F. (2014). Let’s Measure What No One Teaches: PISA, NCLB, and the Shrinking Aims of Education. Teachers College Record: The Voice of Scholarship in Education, 116(9), 1–14. https://doi. org/10.1177/016146811411600905
[21] Martens, K., Knodel, P., & Windzio, M. (Eds.). (2014). Internationalization of Education Policy. Palgrave Macmillan UK. https://doi. org/10.1057/9781137401694
[22] Moher, D., Altman, D. G., Liberati, A., & Tetzlaff, J. (2011). PRISMA Statement. Epidemiology, 22(1), 128. https://doi.org/10.1097/EDE.0b013e3181fe7825
[23] Muench, R., Wieczorek, O., & Dressler, J. (2023). Equity lost: Sweden and Finland in the struggle for PISA scores. European Educational Research Journal, 22(3), 413– 432. https://doi.org/10.1177/14749041211069240
[24] OECD. (2022). PISA Creative Thinking. https://www. oecd.org/pisa/innovation/creative-thinking/OECD. (2023). PISA Learning Digital World
[25] Østbø, I. U., & Zachrisson, H. D. (2022). Student Motivation and Parental Attitude as Mediators for SES Effects on Mathematics Achievement: Evidence from Norway in TIMSS 2015. Scandinavian Journal of Educational Research, 66(5), 808–823. https://doi. org/10.1080/00313831.2021.1939138
[26] Oz, E. (2021). Comparability of teachers’ educational background items in TIMSS: a case from Turkey. Large-Scale Assessments in Education, 9(1), 4. https://doi.org/10.1186/s40536-021-00097-2
[27] Pham, H.-H., Hoang, A.-D., Lai, S.-L., Dong, T.-K.-T., Nghia, T. L. H., Ho, M.-T., & Vuong, Q.-H. (2022). International education as an export sector: an investigation of 49 Vietnamese universities and colleges using Bayesian analysis. Globalisation, Societies and Education, 1–19. https://doi.org/10.10 80/14767724.2022.2081536
[28] Prais, S. J. (2003). Cautions on OECD’S Recent Educational Survey (PISA). Oxford Review of Education, 29(2), 139–163. https://doi. org/10.1080/0305498032000080657
[29] Raitano, M., & Vona, F. (2013). Peer heterogeneity, school tracking and students’ performances: evidence from PISA 2006. Applied Economics, 45(32), 4516–4532. https://doi.org/10.1080/00036846.2013.791020
[30] Rochex, J.-Y. (2006). Chapter 5: Social, Methodological, and Theoretical Issues Regarding Assessment: Lessons From a Secondary Analysis of PISA 2000 Literacy Tests. Review of Research in Education, 30(1), 163– 212. https://doi.org/10.3102/0091732X030001163
[31] Rowley, K. J., McNeill, S. M., Dufur, M. J., Edmunds, C., & Jarvis, J. A. (2019). Trends in International PISA Scores over Time: Which Countries Are Actually Improving? Social Sciences, 8(8), 231. https://doi. org/10.3390/socsci8080231
[32] Sato, H. (2017). The Structure of PISA Penetration into Education Policy in Japan and Norway (pp. 209–230). https://doi.org/10.1108/S1479-367920160000031011
[33] Schuelka, M. J. (2013). Excluding students with disabilities from the culture of achievement: the case of the TIMSS, PIRLS, and PISA. Journal of Education Policy, 28(2), 216–230. https://doi.org/10.1080/0268 0939.2012.708789
[34] Stack, M. (2006). Testing, Testing, Read All about It: Canadian Press Coverage of the PISA Results. Canadian Journal of Education / Revue Canadienne de l’éducation, 29(1), 49. https://doi. org/10.2307/20054146
[35] Takayama, K. (2008). The politics of international league tables: PISA in Japan’s achievement crisis debate. Comparative Education, 44(4), 387–407. https://doi. org/10.1080/03050060802481413
[36] UNESCO. (2024). Over half a billion children missing from education data. UNESCO Conference on Education Data and Statistics. https://www.linkedin. com/pulse/over-half-billion-children-missing-fromeducation-data-unesco-rwmhe/
[37] Vasalampi, K., Tolvanen, A., Torppa, M., Poikkeus, A.- M., Hankimaa, H., & Aunola, K. (2023). PISA reading achievement, literacy motivation, and school burnout predicting Adolescents’ educational track and educational attainment. Learning and Individual Differences, 108, 102377. https://doi.org/10.1016/j. lindif.2023.102377
[38] Vik, F. N., Nilsen, T., & Øverby, N. C. (2022). Aspects of nutritional deficits and cognitive outcomes – Triangulation across time and subject domains among students and teachers in TIMSS. International Journal of Educational Development, 89, 102553. https://doi. org/10.1016/j.ijedudev.2022.102553
[39] Vuong, Q.-H. (2018). The (ir)rational consideration of the cost of science in transition economies. Nature Human Behaviour, 2(1), 5–5. https://doi.org/10.1038/ s41562-017-0281-4
[40] Webster, B. J., & Fisher, D. L. (2000). Accounting for Variation in Science and Mathematics Achievement: A Multilevel Analysis of Australian Data Third International Mathematics and Science Study (Timss). School Effectiveness and School Improvement, 11(3), 339–360. https://doi.org/10.1076/0924-3453 (200009)11:3;1-G;FT339