Tertium Comparationis: Issue 2/2025, 31. Volume Entwicklungen, Schwerpunkte und Potenziale von LSAs

When observations on the development and implementation of international large scale assessments (LSAs) are compared, it becomes apparent how significant the findings of these surveys have been for scientific discourse on international and intercultural comparative education in Germany over the last few decades. Significant changes can be seen in technological possibilities for methodological and methodical development in the context of these surveys as well as in the expanded dissemination of their findings. In addition, the way in which various contributors to the education system use the findings has changed. The present contribution focuses on the development of international LSAs in Germany and briefly traces the origins of comparative education and Germany’s participation in international comparative studies. To this end, the last three decades are examined in greater depth, as a particular dynamic has evolved during this period due to various historic lines of development. The following deliberations are based on the premise that current LSAs are interdisciplinary, that the added value for a participating country lies in being able to document special national features in the context of international comparisons, and lastly, that practices of different education systems can be documented and traced in the context of national and international trends.

Keywords
Large Scale Assessment, International Comparative Education, PISA, TIMSS