This article analyses international large-scale assessments in education from a temporal perspective. The article discusses and compares the different conceptions of time in the early international assessments conducted in the 1960s and 1970s by the IEA with the PISA studies conducted by the OECD from the year 2000 onwards. The paper argues that…

In recent decades, there has been a growing body of research that highlights local education authorities (LEA) as potential contributors to support school capacity building and result development. Despite this, there are few empirical studies that have explored what effects different strategies and policy actions from the LEAs actual have over…

Psychological methods of assessing intelligence have been criticised because of their limited diagnostic-remedial nature and especially their lack of potential for initiating effective and pragmatic intervention programmes. Similarly, the means through which the results of such methods are communicated in order to make them useful and constructive…