Re-imagining educational quality. The need for a multidimensional approach in evaluating educational quality through TIMSS data

Abstract

In recent years, international assessments have significantly impacted the discourse pivoting educational quality, often simplifying it to a single achievement continuum. With literature emphasizing quality’s multidimensional nature, this unidimensional view challenges the concept’s complexity. Although research with international datasets has identified multiple dimensions of educational quality, they are often considered in isolation. This paper seeks to expand current state of research by advocating a multidimensional approach using cluster analysis. Employing TIMSS data, six distinct clusters are portrayed, representing diverse quality configurations across global educational systems. This nuanced evaluation enhances our understanding of quality patterns and informs recommendations for future research.