IEA INSIDER 2025
Ireland on TIMSS and PIRLS
BY GRÁINNE MCHUGH, SYLVIA DENNER, & AIDAN CLERKIN
The insights gained from TIMSS and PIRLS data have helped to inform educational policymaking in Ireland in several ways.
CURRICULUM One example relates to curriculum development which, in Ireland, has been characterized by long periods of stability. At primary level, the Primary School Curriculum was introduced in 1971, with a revised curriculum introduced nearly three decades later in 1999. Participation in TIMSS and PIRLS in 2011 highlighted the fact that the Irish curriculum was, at that point, older than those of many other countries. More recently, a new Primary Language Curriculum (PLC) was published in 2019 followed by the Primary Curriculum Framework, in 2023, which will guide the development of further revisions over the coming years. A Primary Mathematics Curriculum (PMC) was also published in 2023, with specifications for other subjects planned for publication in late 2025. Research has been an integral part of these reforms. The background paper and brief for the development of the PMC cites TIMSS data as providing insights into the mathematics standards of primary school pupils in Ireland. This paper, as well as research commissioned by the National Council for Curriculum and Assessment, notes Ireland’s consistent strength in Number and its persistent weakness in Measurement and Geometry. Those strengths and weaknesses have been observed in every TIMSS cycle since 2011. The research also highlights that students perform well on routine procedures yet struggle with problem-solving and reasoning, which echoes a consistent finding from TIMSS that students in Ireland perform relatively less well on the cognitive domain of reasoning. Research which looks beyond the high-level findings by delving into TIMSS performance at the more micro-level provides invaluable insights and can inform and enhance teaching and learning. Similarly, commissioned research for the PLC noted that the definitions of literacy in PIRLS emphasize active construction of meaning from text, critical reflection and empathy, developing a community of readers, and positive dispositions toward reading. These elements are clearly reflected in the learning outcomes of the new PLC which include comprehension, reflection, engagement, and motivation.
ATTITUDES TO LEARNING More broadly, the importance of fostering positive attitudes to mathematics and science learning was identified among several national goals in the government’s 2016 STEM Education Policy. Similar aims have been reiterated more recently in a Literacy, Numeracy and Digital Literacy (LNDL) policy that runs from 2024–2033. In addition, the importance of strengthening girls’ attitudes toward mathematics and boys’ attitudes toward reading for pleasure has also been emphasized. Unfortunately, national analyses of PIRLS 2021 and TIMSS 2023 data show that substantial gender differences in liking of reading, and in attitudes such as confidence and liking of mathematics, remain. Perhaps more worryingly, trend analysis of TIMSS data shows declining attitudes in several respects between 2015 and 2023 despite generally stable performance on the mathematics and science assessment. These trends may result in fewer students pursuing STEM-related subjects and reaching the highest levels of achievement in future, both of which have repeatedly been noted as challenges requiring further development in Ireland. However, the introduction of new curricula at primary and post-primary levels are partly intended to encourage interest and enjoyment in mathematics and science. For instance, the Primary Curriculum Framework emphasizes “playful and engaging learning experiences” via pedagogies such as play, inquiry- based learning, and cognitively challenging tasks. SUPPORTING ALL LEARNERS In the Irish context, the Inspectorate of the Department of Education and Youth play a central role in evaluating and supporting the quality of education. Some key functions include offering guidance on curriculum implementation and contributing to national education policy by offering evidence-based insights gathered through inspections. Findings from inspections carried out in schools contribute to a shared understanding of what is working well and where further development may be needed. Engaging in the ongoing process of examining achievement data from international assessments alongside inspection reports
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