Science Teachers’ Awareness of International Large-Scale Assessments and Related Competencies: A Systematic Review of Evidence, Professional Development, and Classroom Practice
DOI:
https://doi.org/10.54536/ajiri.v5i4.8680Keywords:
Assessment Literacy, ILSAs, International Large-Scale Assessments, Professional Development, Science TeachersAbstract
International large-scale assessments (ILSAs) such as the Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) have been established as benchmarks to evaluate educational systems, but there is limited evidence on the degree of knowledge and use of ILSA-related frameworks by science teachers. The systematic review synthesized empirical evidence on science teachers’ ILSA-related knowledge, competencies, classroom practices, and professional development. Across five databases, 48,606 records were checked for eligibility, 161 were screened, and seven studies published between 2019 and 2025 were included in the sample (in Indonesia, France, Saudi Arabia, Western Balkan countries, Croatia, and the US). None of the studies used a validated instrument to objectively measure teachers’ knowledge of ILSA purposes, frameworks, results, and uses. Instead, the evidence focused on teachers’ knowledge of PISA or TIMSS tasks, cognitive demands, ILSA-related pedagogical knowledge, higher-order thinking skills-oriented planning, professional development, and teaching practices. Professional development was associated with better ILSA-related knowledge and assessment skills, but causal conclusions were limited as there were no randomized comparison groups. The evidence on science teachers’ ILSA awareness is limited, fragmented, and largely indirect. Future work should validate ILSA awareness, evaluate classroom assessment practices, and evaluate professional development using comparative and longitudinal approaches.
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