In the absence of dedicated indicators on integrity (the development of which remains a challenge), INTES relies on sets of standard education indicators and context variables (including PISA contextual data) for each substantive dimension of assessment, and interprets them in the light of their relevance for the integrity of the policy area in question. Very few of these indicators are unequivocally positive or negative and, taken alone, they do not allow for final statements on system integrity in the INTES assessment dimensions. The figures give preliminary indications of integrity concerns in selected policy areas, which need further analytical attention.