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Working with IEA Data

Below is an overview of free software tools and additional resources which will help you to work with IEA data and data from other international large-scale assessments in education. Please visit our training page for details of the support that we offer researchers.

IDB Analyzer

The IEA International Database Analyzer (IDB Analyzer) is a free software tool which can be used to combine and analyze data from all IEA's large-scale assessments. It can also analyze data from most major large-scale assessments, including those from the US National Assessment of Educational Progress (NAEP), and those conducted by the Organisation for Economic Co-operation and Development (OECD). The IDB Analyzer includes a built-in integrated help file which serves as a technical manual for users. Additionally, all IEA studies publication on the Data Repository includes respective user guides that will guide users when working with data.

The IEA IDB Analyzer will work on most computers using the most recent versions of the Microsoft Windows operating system. You will also need SPSS, SAS, or R and RStudio installed on your machine to execute the code created by the IEA IDB Analyzer.

The IEA IDB Analyzer installation requires the .NET Framework version NET 4.7.2 or above. If you intend to install the IDB Analyzer on a machine with Windows 8 or earlier, please make sure you have installed the .NET Framework on your system. The .NET Framework can be obtained from the following website: https://dotnet.microsoft.com/en-us/download/dotnet-framework/net472

To download the IEA IDB Analyzer, click here.

Access video tutorials on how to use the IEA IDB Analyzer.

Download the latest manual detailing updates, and a step-by-step guide to using the IDB Analyzer.

If you have questions or feedback, please contact idb-analyzer@iea-hamburg.de

User Guides

User Guides for IEA studies contain information on the structure and variables within the data and how to conduct analyses using the IDB Analyzer. Please see our publications database for a full overview of available user guides.

ILSA Gateway

The ILSA Gateway provides easy access not only to IEA studies but also to major International Large-Scale Assessments (ILSA) conducted by other organizations, including, but not limited to, the Conference of the Ministers of Education of French-Speaking Countries (CONFEMEN), the Inter-American Development Bank (IDB), the Organisation for Economic Co-operation and Development (OECD), the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ), and the United Nations Organization for Education, Science and Culture (UNESCO).

The Gateway was created to meet the needs of researchers, policymakers, and decision-makers, as well as officials and staff members from intergovernmental, international nongovernmental, and civil society organizations. It aspires to enhance the exchange of knowledge, to encourage secondary analyses of data, and to strengthen communication within the ILSA community.

NCES Data Explorer

Developed by the US National Center for Education Statistics (NCES), this software allows users to explore TIMSS and PIRLS data.

IEA Studies and Data Protection

All European countries participating in IEA studies (TIMSS, PIRLS, ICCS, ICILS) are required to prepare Data Protection Declarations (DPD) to comply with the General Data Protection Regulation (GDPR) of Europe and country-specific amendments of the law. Non-European countries participating in IEA studies may choose either to adapt and adopt the declaration or not to use it if not required by law.

IEA provides Data Protection Declaration Templates to National Research Coordinators so that they may prepare, translate and adapt national versions.

Once adapted to the national context, the Data Protection Declarations must be published on the website of the National Center conducting the study. The Declaration must also be provided to study participants (school principals, teachers, students and parents) along with the study Survey and Questionnaire documents.

In addition to publishing the DPD online, IEA advises countries to include a link to the document in the directions of cover letters containing the login details for the Survey or Questionnaire. Alternatively, countries may provide the DPD in paper format along with the cover letter of the Survey or Questionnaire. With either method, please add a reference to the DPD document in the directions of the Survey or Questionnaire.

For more information, or for access to DPD Templates, please:

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The Gateway was created to meet the needs of researchers, policymakers, and decision-makers, as well as officials and staff members from intergovernmental, international nongovernmental, and civil society organizations. It aspires to enhance the exchange of knowledge, to encourage secondary analyses of data, and to strengthen communication within the ILSA community.

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Over the past four decades, information and computer technology has had profound impact on our daily lives, work and social interactions. ICILS deals with the core knowledge, skills and understanding students need to succeed in this dynamic information environment. Participating in ICILS provides countries with reliable, comparable data about young people's development of 21st century CIL skills.

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In addition to participating in the international study, there were opportunities for countries in ICCS 2009 and 2016 to participate in regional modules to explore specific topics of common interest. These regional modules led to standalone reports that enable countries to analyze and understand civic and citizenship topics of particular relevance.

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About PIRLS 2016

In 2016, IEA and its TIMSS & PIRLS International Study Center at Boston College conducted PIRLS 2016 and ePIRLS 2016 at the fourth grade. PIRLS 2016 provides 15-year trend measures for countries that participated in the ﬁrst PIRLS assessment in 2001. ePIRLS, an innovative assessment of online informational reading, launched its inaugural cycle in 2016.

PIRLS 2016 and ePIRLS 2016 continue the long history of international assessment conducted by IEA – the International Association for the Evaluation of Educational Achievement. IEA, with offices in Amsterdam and Hamburg, is an independent international cooperative of national research institutions and government agencies that has been conducting studies of cross-national achievement since 1959.

Read More

Take the ePIRLS Assessment

Try out this interactive assessment of online informational reading for yourself. Students navigate through simulated webpages containing text, graphics, links, pop-up windows, and animation to complete school-like assignments.

Read More

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IEA no longer is releasing items to the public without permission. Items are available from IEA for restricted use. To request permission, please fill out and submit the permission request form. In 2016, IEA and its TIMSS & PIRLS International Study Center at Boston College conducted PIRLS 2016 and ePIRLS 2016 at the fourth grade.

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The IEA's IDB Analyzer: Working with Percentages and Means

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The PIRLS 2016 Encyclopedia: Education Policy and Curriculum in Reading is a comprehensive guide to reading instruction around the world. Each PIRLS 2016 country and benchmarking participant authored a chapter and completed the PIRLS 2016 Curriculum Questionnaire. The chapters describe the structure of each education system, the reading curricula in the primary grades, and overall policies related to reading instruction. The Curriculum Questionnaire data together with the chapters provide a uniquely extensive portrait of global reading education, and make the PIRLS 2016 Encyclopedia an indispensable resource for policy and research in comparative education.

Edited by: Ina V.S. Mullis, Michael O. Martin, Shirley Goh, and Caroline Prendergast

Country Chapters

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The PIRLS 2016 Encyclopedia: Education Policy and Curriculum in Reading is a comprehensive guide to reading instruction around the world. Each PIRLS 2016 country and benchmarking participant authored a chapter and completed the PIRLS 2016 Curriculum Questionnaire. The chapters describe the structure of each education system, the reading curricula in the primary grades, and overall policies related to reading instruction.

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Dana L. Kelly, Victoria A.S. Centurino, Michael O. Martin, and Ina V.S. Mullis, Editors

The TIMSS 2019 Encyclopedia: Education Policy and Curriculum in Mathematics and Science presents a profile of mathematics and science education in each of the countries and benchmarking systems that participated in TIMSS 2019. Each country and benchmarking participant completed the TIMSS 2019 curriculum questionnaire and prepared a chapter describing aspects of its mathematics and science education. Together, the curriculum questionnaire data and country chapters present a concise yet rich portrait of mathematics and science.

Benchmarking Participants

© 2020 TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College, and International Association for the Evaluation of Educational Achievement. All rights reserved.

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Dana L. Kelly, Victoria A.S. Centurino, Michael O. Martin, and Ina V.S. Mullis, Editors The TIMSS 2019 Encyclopedia: Education Policy and Curriculum in Mathematics and Science presents a profile of mathematics and science education in each of the countries and benchmarking systems that participated in TIMSS 2019.

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Here you can consult the pages of the Eurydice Network national units based in 37 countries (27 Member States, Albania, Bosnia and Herzegovina, the Republic of North Macedonia, Iceland, Liechtenstein, Montenegro, Norway, Serbia, Switzerland and Türkiye).

You can browse information either by national unit or by chapter.

National units are responsible for the drafting of their education system descriptions and the content of all 14 chapters according to a common structure. The national education system descriptions provide information on topics that are relevant to the European framework for cooperation in education.

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Here you can consult the pages of the Eurydice Network national units based in 37 countries (27 Member States, Albania, Bosnia and Herzegovina, the Republic of North Macedonia, Iceland, Liechtenstein, Montenegro, Norway, Serbia, Switzerland and Türkiye). You can browse information either by national unit or by chapter.

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Education is at the heart of UNESCO's mission to build peace, eradicate poverty and drive sustainable development. It is a human right for all throughout life.

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International legal instruments for the right to education

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A large number of standard-setting instruments - conventions, declarations, recommendations, frameworks for action and charters - elaborated by UNESCO and the United Nations as well as those developed at regional level, provide a normative framework for the right to education which governments are expected to bring into effect through national legislation.

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IEA's TIMSS 2019 is the seventh assessment cycle of TIMSS, the Trends in International Mathematics and Science Study. TIMSS 2019 was conducted at the fourth and eighth grades in 64 countries and 8 benchmarking systems. Inaugurated in 1995, TIMSS has been conducted every four years since, providing 24 years of trends in mathematics and science achievement.

International Results in Mathematics and Science

The TIMSS 2019 International Results in Mathematics and Science presents results from the latest cycle of TIMSS, presenting fourth and eighth grade mathematics and science achievement and contextual data for 64 countries and 8 benchmarking systems.

+ View the Highlights and the Full Report

SELECTED RESULTS FROM TIMSS 2019

Findings from the Problem Solving and Inquiry (PSI) Tasks

The TIMSS 2019 PSI tasks were developed to gain insights into how using digitally-based interactive assessment items and ways to capture students' responses could be incorporated into TIMSS.

+ Visit the Findings

Assessment Frameworks

The TIMSS 2019 Assessment Frameworks provides the foundation for the four international assessments that comprise IEA's TIMSS 2019.

+ Visit the Publication

Encyclopedia

TIMSS 2019 Encyclopedia: Education Policy and Curriculum in Mathematics and Science describes the structure and mathematics and science curricula of education systems around the world.

+ Visit the Publication

Methods and Procedures

Methods and Procedures: TIMSS 2019 Technical Report describes in detail the methods and procedures used to develop, implement, and report the results of TIMSS 2019.

+ Visit the Publication

International Database

The TIMSS 2019 International Database and User Guide is an excellent resource for experts and emerging researchers to conduct their own secondary analyses with TIMSS data.

+ Visit the Publication

Contextual Questionnaires

TIMSS 2019 collected information about contexts for learning mathematics and science with questionnaires completed by students and their parents, teachers, and school principals.

+ See the Questionnaires

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TIMSS & PIRLS International Study Center at Boston College

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TIMSS 2019 International Results in Mathematics and Science

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TIMSS - Trends in International Mathematics and Science Study - and PIRLS - Progress in International Reading Literacy Study - Release of the TIMSS 2019 International Results in Mathematics and Science

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The online launch event on 16 May, 2023 at 10:00 (Central European Summer Time) will present findings from the IEA PIRLS (Progress in International Reading Literacy Study) 2021 International Report for the first time. The launch event will be hosted by IEA and TIMSS and PIRLS International Study Center at Boston College, will highlight new data from PIRLS 2021 that are significant for practice and policy.

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The online launch event on 16 May, 2023 at 10:00 (Central European Summer Time) will present findings from the IEA PIRLS (Progress in International Reading Literacy Study) 2021 International Report for the first time. The launch event will be hosted by IEA and TIMSS and PIRLS International Study Center at Boston College, will highlight new data from PIRLS 2021 that are significant for practice and policy.

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Rutkowski, L., Gonzales, E., Joncas, M. &von Davier, M. (2010). International Large-Scale Assessment Data: Issues in Secondary Analysis and Reporting. Educational Researcher, 39, 2, 142-151.

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Rutkowski, L., Gonzales, E., Joncas, M. &von Davier, M. (2010). International Large-Scale Assessment Data: Issues in Secondary Analysis and Reporting. Educational Researcher, 39, 2, 142-151.