Abstract

The paper, following a description of IEA and OECD international surveys in terms of educational policy impact and methodological development, analyzes strengths and possible threats associated with participation in such research. Firstly, the paper focuses on the usefulness of taking part in these surveys for the purpose of evaluating the equity and effectiveness of educational systems. Secondly, the article points out that the participation in the surveys results in inaccurate analyses, focused on international rankings, as well as possible negative consequences for the quality of teaching processes, related to the oversimplification of the knowledge and skills assessed.