International large-scale assessments (ILSA) in education generate a lot of interest and debate among researchers and stakeholders alike. In this study, we take a deep-dive into a provocative claim that “Nordic students cannot do fractions” based on an item-specific result in the Trends in International Mathematics and Science Study (TIMSS) 2011.
Using item response data from five cycles of the TIMSS mathematics achievement test, spanning from 2003 to 2019, across 12 countries representing diverse geographical regions (Africa, Europe, East Asia, and North America) and proficiency levels (from lower-performers to higher-performers), including about 54000 students per cycle and a total of about 800 mathematics items, we investigated the empirical basis and generalizability of the stated claim using an explanatory item response model (IRT) approach.
Our study underscores the dangers of miscommunication, oversimplification, and overgeneralization of ILSA results, yet also highlights the hidden potential of deeper item-level analyses for educational researchers and stakeholders to generate critical inquiries into educational practice and our understanding of the subject domain.
Braeken, Johan; Lehre, Anne- Catherine W G & Marcq, Kseniia (2025). Pearls and perils when interpreting item-specific results from international large-scale educational assessments: The case of the ‘‘Nordic’’ fractions. Studies in Educational Evaluation. ISSN 0191-491X. 88. doi: 10.1016/j.stueduc.2025.101552.