One of the consequences of the decision to use a total scaled score for reporting both student and country level performance is that international comparative studies have indeed become “cognitive Olympics.” This is evident in the way results are reported with countries ranked according to their score. This is further exacerbated by the shallow domain sampling of the student assessments. Practices are reviewed and discussed that could make international assessments better reflect the curriculum students actually study. In addition, this chapter discusses how measures of what students have been learning in their classroom instruction are essential in interpreting student performance in each country.