The discourse of educational equity has captured public imagination and become an entrenched policy value. In the attendant struggle to improve educational equity, governments draw inspiration from analyses based on data from highly standardized, international large-scale assessments. As these analyses are used as a lever for policy formulation, it is important to understand how this concept of equity is appropriated. Lacking a synthesis of how equity is conceptualized and operationalized in this body of research, the current paper seeks to fill that gap by presenting a systematic review. Our analysis incorporates an identification of operational patterns and an exploration regarding the linguistic elements for defining equity. We chart the theoretical and methodological diversity among interpretations of equity, as clustered into five major research approaches. In light of these results, benefits and limitations of the concept's complexity are discussed and implications for research are forwarded.

教育公平的话语已经俘获了公众的想象力，成为一种根深蒂固的政策价值。在随之而来的改善教育公平的斗争中，政府从基于高度标准化的国际大规模评估数据的分析中汲取灵感。由于这些分析被用作政策制定的杠杆，因此了解如何使用这种公平概念非常重要。由于缺乏对公平在该研究机构中如何概念化和操作化的综合，当前的论文试图通过系统回顾来填补这一空白。我们的分析结合了操作模式的识别和关于定义公平的语言元素的探索。我们描绘了公平解释之间的理论和方法多样性，分为五种主要研究方法。根据这些结果，讨论了概念复杂性的好处和局限性，并提出了对研究的启示。