Published in: Proceedings of the 4th International Conference of the ‎UNESCO Regional Center for Educational Planning

Abstract:

Ireland has participated in several large-scale international assessments in recent years, including TIMSS and PIRLS at primary level and TIMSS, PISA, ICCS and TALIS at post-primary. These assessments (together with complementary national research programmes) have, to varying degrees, been used to identify particular strengths and weaknesses in the Irish education system and to inform the development of educational policy. This paper presents an overview of Ireland’s experience with international assessments. Recent findings show significant improvements in performance on certain indicators, particularly at primary level and among lower-achieving students. However, these studies also show that the performance of higher-achieving students in Ireland is lower than might be expected, and that some weaknesses persist; for example, in students’ ability to demonstrate higher-order mathematical reasoning or problem-solving skills, and in primary students’ science achievement. The response of policymakers to these findings is discussed in light of the utility of participation in international assessments, cautions in interpreting their results appropriately, and the broader issue of what international assessments should and should not be used for.

Clerkin, A. (2017). Using international assessments to inform education policy in Ireland. ‎In Proceedings of the 4th International Conference of the ‎UNESCO Regional Center for Educational Planning. Dubai: Regional Center for Educational Planning. http://www.erc.ie/wp-content/uploads/2019/02/Clerkin-2017-Using-international-assessments-to-inform-education-policy-in-Ireland.pdf