EDUCATION MATTERS
on the learning experiences offered in schools is a crucial part of the work undertaken by the inspectorate. This iterative approach allows for a deeper understanding of how educational outcomes and classroom practices intersect, ultimately informing policy and practice. One illustration of this interplay between data and practice is the emerging recognition of the need to provide greater challenges for higher-achieving learners—another theme identified in the 2024–2033 LNDL policy—which has been shaped, in part, by findings from several cycles of TIMSS. Another notable development is that TIMSS 2023 saw significant achievement differences between boys and girls at Grade 8 for both mathematics and science, marking a change from 2015 and 2019 when no gender differences had been observed. Data from TIMSS and PIRLS were used to inform the development of the LNDL policy and will be used to monitor future changes, including gender differences, related to both achievement and attitudes. TIMSS is also identified as a key source of data for monitoring outcomes of the STEM Education Policy. ■
Further information, and all national TIMSS and PIRLS reporting, can be found at erc.ie.
Below and right: Covers from publications that have made use of data from IEA studies.
Number 26
HOW LARGE-SCALE ASSESSMENTS HAVE INFORMED EDUCATION POLICY IN IRELAND
SUMMARY In recent decades, large-scale assessments in Ireland have revealed consistent trends, phases of change, and some surprises. This Compass Brief explores how data from large-scale assessments informed Ireland’s National Literacy and Numeracy Strategy 2011–2020 , particularly regarding priorities, target- setting, and monitoring. It also examines how related initiatives including curriculum redevelopment and standardized testing reform have reflected large-scale assessment findings. Looking ahead, we outline how large-scale assessments can inform Ireland’s next National Strategy to 2033, which encompasses digital literacy along with literacy and numeracy. More broadly, using Ireland as an example, we identify important issues for policymakers in other countries to consider when using ILSA (international large-scale assessment) data within their own national contexts.
IMPLICATIONS ▶
ILSAs provide examples of what has worked well and has been proved achievable internationally, such as some of the examples from Ireland described in this brief. While it is rarely advisable to borrow policies directly from other contexts, these policy insights can inform the development of appropriate nationally-tailored policies elsewhere. ▶ The wealth of data gathered for large-scale assessments can provide nuanced information beyond the headline achievement scores, highlighting a wide range of issues that require the attention of policymakers and educators. ▶ This case study from Ireland illustrates how policymakers can draw on accumulated evidence from a variety of studies, which provides a more stable basis for policymaking than relying unduly on any single set of findings.
Authors Aidan Clerkin, Educational Research Centre Emer Delaney, Educational Research Centre
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