TALIS – and its TKS module – is a collaborative effort, bringing together expertise from participating countries that share an interest in developing a survey programme to inform their policies about teachers, teaching and learning.
Engagement with bodies representing teachers (Education International) and regular briefings and exchanges with the Trade Union Advisory Council (TUAC) at the OECD have been very important in the development and implementation of TALIS. In particular, the co-operation of the teachers and principals in the participating schools has been crucial in ensuring the success of TALIS.
The TALIS Governing Board has, in the context of OECD objectives, driven the development of TALIS and has determined its policy objectives. For TKS, this includes the objectives of the analysis and reports produced, the conceptual framework and the development of the contextual questionnaire and the general pedagogical knowledge (GPK) assessment. The governing board has also overseen the implementation of the survey and the preparation of this report.
Participating countries implemented TALIS (and TKS) at the national level at national project centres through, among others, national project managers (NPMs), national data managers (NDMs) and national sampling managers (NSMs). Survey implementation was subject to rigorous technical and operational procedures. The NPMs played a crucial role in helping to secure the co-operation of schools, to oversee the national adaptation, translation and validation of the survey instruments, to manage the national data collection and processing and to verify the results. The NDMs co-ordinated data processing at the national level and liaised in the cleaning of the data. The NSMs were responsible for implementing the survey, respecting sampling procedures and other rigorous technical and operational procedures.
A Teacher Knowledge Expert Group (TKEG) was established to advise on the conceptualisation of GPK and on the crafting of assessment items that would measure it. The TKS contextual questionnaire heavily relied on the core TALIS questionnaire developed with the help of the TALIS Questionnaire Expert Group. A Technical Advisory Group (TAG) was assembled to advise during the decision-making process for technical or analytical issues.
The co‑ordination and management of implementation at the international level was the responsibility of the appointed contractor, the International Association for the Evaluation of Educational Achievement (IEA) and its consortium members, the Australian Council for Educational Research (ACER, Melbourne, Australia), cApStAn and RAND Europe AISBL. The TALIS 2024 Consortium included staff from the IEA offices in Amsterdam and Hamburg, ACER, cApStAn and RAND Europe AISBL. IEA Hamburg was responsible for the overall survey planning, survey administration, the international data management, item analyses and scaling for the TALIS core. IEA Amsterdam was responsible for overseeing the verification of the translation and for the implementation of the international quality control programme. The sampling unit at the IEA Hamburg, developed the sampling plan, advised countries on its application, calculated the sampling weights and advised on the calculation of sampling errors. cApStAn linguistic quality control, Brussels Belgium, was responsible for organising and implementing the translation verification process for all administered languages. ACER was responsible for the development of the TKS instruments and conceptual and assessment frameworks, and for the analysis of data from the GPK assessment.
The OECD Secretariat had overall responsibility for managing the programme, monitoring its implementation on a day-to-day basis and serving as the secretariat of the TALIS Governing Board.