Enhancing Cross-Cultural Comparisons in ILSAs - A Comprehensive Investigation and Guideline Development

Oct 15, 2026

This research synthesizes two complementary studies to strengthen cross-national comparability in international large-scale assessments (ILSAs) by addressing measurement invariance. Study 1 reviews 18 empirical investigations across PISA, TALIS, TIMSS, and ICCS, evaluating alignment optimization and identifying inconsistent outcomes shaped by cultural and linguistic diversity. Study 2 analyzes TALIS 2018 evidence on dimensionality, reliability, and comparability of teacher and principal scales, showing successful alignment for principal constructs but persistent gaps for teacher measures, with practical recommendations for validity and equity.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages47

Reading Time1 h 58 min

AccessFree to download

General Abstract

Study 1: Alignment Optimization in International Large-Scale Assessments

Scoping Review and Future Directions

Study 2: Alignment Optimization in TALIS 2018

Dimensionality, Reliability, and Comparability

Enhancing Cross-Cultural Comparisons in ILSAs: A Comprehensive Investigation and Guideline Development Complementary studies Andrés Sandoval-Hernández1 Diego Carrasco2 Nurullah Eryilmaz3 § University of Bath | Pon3ﬁcia Universidad Católica de Chile | IEA General Abstract Abstract This research integrates ﬁndings from two complementary studies to advance understanding of alignment opCmizaCon as a method for addressing measurement invariance challenges in internaConal large-scale assessments (ILSAs) . Study 1 provides a comprehensive scoping review of 18 empirical studies across assessments, including PISA, TALIS, TIMSS, and ICCS, analyzing the applicaCon of alignment opCmizaCon for enhancing cross-naConal comparability. The review reveals promising yet inconsistent outcomes, parCcularly in culturally and linguisCcally diverse contexts, and highlights methodological limitaCons and future direcCons for strengthening alignment approaches. Study 2 presents systemic evidence from TALIS 2018, examining the dimensionality, reliability, and cross-naConal comparability of teacher and principal scales. While classical mulCple-group conﬁrmatory factor analysis (MG-CFA) demonstrated limited scalar-level invariance for many scales, alignment opCmizaCon successfully enabled comparability for all principal scales but failed to meet thresholds for many teacher scales. Together, these studies underscore the potenCal of alignment opCmizaCon to improve comparability, especially for principal constructs, while idenCfying persistent challenges for teacher scales. This work contributes to the theoreCcal and pracCcal discourse on ILSA methodologies, oﬀering acConable recommendaCons for achieving more valid and equitable educaConal assessments globally. Keywords: Alignment opCmizaCon, Measurement invariance, TALIS 2018, InternaConal largescale assessments (ILSAs), Cross-naConal comparability, Principal scales, Teacher scales, educaConal measurement, MulCple-group conﬁrmatory factor analysis (MG-CFA) . Study 1: Alignment Op;miza;on in Interna;onal Large-Scale Assessments: A Scoping Review and Future Direc;ons Published in: Sandoval-Hernández, A., Carrasco, D., & Eryilmaz, N. (2025) . Alignment OpCmizaCon in InternaConal Large-Scale Assessments: A Scoping Review and Future DirecCons. Educa&onal Methods & Psychometrics, 3(16) . h^ [ps://doi.org/10.61186/emp.2025.3](ps://doi.org/10.61186/emp.2025.3) Abstract This scoping review cri3cally examines the applica3on of alignment op3miza3on in interna3onal largescale assessments (ILSAs) to address measurement invariance challenges. By systema3cally analyzing 18 empirical studies across assessments, including PISA, TALIS, TIMSS, and ICCS, and incorpora3ng data from student, teacher, and principal ques3onnaires, this review provides a comprehensive synthesis assessment of the method's eﬀec3veness in enhancing cross-na3onal comparability. While alignment op3miza3on shows promise, ﬁndings reveal its inconsistent performance in achieving measurement invariance across diverse cultural and linguis3c contexts. The review highlights speciﬁc limita3ons of the method, especially where cultural and linguis3c diversity inﬂuence item interpreta3on, and proposes a set of targeted recommenda3ons for advancing methodological robustness in future research. This study contributes to the theore3cal and prac3cal discourse on improving the validity of educa3onal assessments globally, oﬀering a founda3on for more equitable and reliable cross-na3onal comparisons ineduca3on research. Keywords: Alignment Op3miza3on, Interna3onal Large-Scale Assessments (ILSAs), Measurement Invariance, Cross-Na3onal Comparability, Educa3onal Assessment 1. Introduc5on Interna3onal large-scale assessments (ILSAs) such as the Trends in Interna3onal Mathema3cs and Science Study (TIMSS), the Programme for Interna3onal Student Assessment (PISA), the Teaching and Learning Interna3onal Survey (TALIS), and the Interna3onal Civi

FAQs

What problem does the research address in international large-scale assessments (ILSAs)?

It addresses measurement invariance, ensuring constructs have the same meaning across diverse populations so that cross-national comparisons are valid and unbiased.

How does alignment optimization relate to measurement invariance in the studies?

The studies evaluate alignment optimization as a method to improve comparability, showing promising but inconsistent results, with stronger success for principal scales than for many teacher scales.

Which ILSAs and scale types are analyzed in the document?

Study 1 covers empirical studies across PISA, TALIS, TIMSS, and ICCS, while Study 2 focuses on TALIS 2018 teacher and principal scales.

Oct 15, 2026

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