Published in: Frontiers in Education
Abstract:
In large-scale assessments, the collection of high-quality representative data depends in part on (i) securing high participation rates and (ii) ensuring that participants demonstrate a sufficient level of engagement. This article explores the challenges of promoting participation and engagement with reference to Ireland’s experiences throughout multiple cycles of international and national large-scale assessments. Some factors likely to have influenced participation and/or engagement in the Irish context include: (i) the rising profile of large-scale assessments due to their prominence within a national strategy to improve literacy and numeracy; (ii) the transition of studies from paper-based to digital administration; (iii) the publication of new data protection legislation (both European and national); and (iv) pressures resulting from the COVID-19 pandemic. Initiatives implemented by Ireland’s national study centre with the aim of promoting participation in and engagement with large-scale assessments can be broadly classified as relating to consultation, promotion, and support. Lessons from Ireland’s experiences are discussed in relation to future avenues of investigation that may increase our understanding of facilitators and barriers to engagement. Ireland’s experiences offer valuable lessons that could inform practices in other countries.
Delaney, E., Clerkin, A., Karakolidis, A., Gilleece, L., & Millar, D. (2025). Promoting participation and engagement: Ireland’s experiences across three decades of international large-scale assessments [Perspective]. Frontiers in Education, Volume 10 – 2025. https://doi.org/10.3389/feduc.2025.1565557
Published in: IEA Compass: Briefs in Education
Abstract:
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.
Clerkin, A., & Delaney, E. (2025). How Large-scale Assessments Have Informed Education Policy in Ireland. IEA Compass: Briefs in Education #26. IEA. https://www.iea.nl/sites/default/files/2025-01/CB26-LSA-Data-Informing-Policy-Ireland.pdf
Published in: E-testing and computer-based assessment: CIDREE Yearbook 2024
Abstract:
This chapter traces the use of computer-based testing in schools in Ireland in two contexts: international large-scale assessments (ILSAs) (since 2005) and national standardised testing (since 2016). Learning gleaned from Ireland’s participation in computer-based ILSAs informed the development of a bespoke online platform for administering and scoring standardised tests (the ERC Drumcondra Online Testing System [ERC DOTS]). Conversely, knowledge about schools’ use of ERC DOTS has informed Irish approaches in subsequent ILSA cycles. Across ILSAs and standardised testing, recurrent challenges of computer-based testing are identified, including wide variation in: (i) education technology infrastructure in schools, and (ii) students’ prior experiences using this for schoolwork. Although common to primary and post-primary settings, infrastructural challenges were most apparent at primary level while differences in students’ experience were most pronounced below Grade 3. Adaptations and solutions trialled are discussed. Looking ahead, further possibilities of computer-based testing, including enhanced accessibility, additional item types, and adaptive testing, are considered.
Delaney, E., O’Flaherty, A., Perkins, R., Clerkin, A., & Cunningham, R. (2024). Computer-based testing in Ireland, 2005-2024: Challenges, lessons learned, and future possibilities. In B. Ranđelović et al. (eds), E-testing and computer-based assessment: CIDREE Yearbook 2024. CIDREE. https://www.cidree.org/wp-content/uploads/2024/11/cidree_yearbook-2024.pdf
This report presents a detailed examination of reading literacy among primary school pupils in Ireland, focusing on the relationships of a wide range of contextual factors with pupils’ reading achievement. Drawing on data from the 2021 cycle of the Progress in International Reading Literacy Study (PIRLS), it delves into the demographic backgrounds and home environments of pupils, as well as their wellbeing, reading behaviours and attitudes, and digital attitudes. The report also explores the characteristics of teachers, their instructional approaches, the challenges they encounter in reading instruction, including challenges related to remote teaching and learning during the COVID-19 pandemic, and the composition, resources, and climate of schools. Key trends and international comparisons are presented, offering a global perspective on Ireland’s educational standing.
The findings are interpreted in light of national education policies and initiatives, particularly the National Strategy to Improve Literacy and Numeracy (2011-2020), and consider the profound impact of the COVID-19 pandemic on education. By identifying critical factors associated with reading achievement, the report provides essential insights into future policy directions and educational practices necessary to support and enhance literacy development in Ireland. It emphasises the importance of addressing inequalities in achievement, ensuring equitable access to educational resources, and adapting to the evolving needs of pupils in a post-pandemic educational environment.
Infographics
Attitudes to and Engagement in Reading
Educational Experiences During the COVID-19 Pandemic
Digital Reading
Low, Medium, and High Achievers in Reading
Reading Activities Inside and Outside of the Classroom
Pupil Wellbeing
Chapters: Executive Summary, Chapter 1, Chapter 2, Chapter 3, Chapter 4, Chapter 5, Chapter 6, Chapter 7, Chapter 8, Chapter 9
Appendices: Chapter 3, Chapter 4, Chapter 5, Chapter 6, Chapter 7, Chapter 8
The Progress in International Reading Literacy Study (PIRLS) assesses the reading literacy of primary school pupils in participating countries worldwide. Ireland has participated in three cycles of PIRLS to date—in 2011, 2016, and 2021—with the Educational Research Centre (ERC) administering the study on behalf of the Department of Education.
This report draws on data from PIRLS 2021. PIRLS was one of two large-scale assessments conducted in primary schools in Ireland in 2021, the other being the National Assessments of
Mathematics and English Reading (NAMER). Together, PIRLS and NAMER data provide valuable insights about primary school pupils’ achievement and experiences following the disruptions
to education caused by COVID-19 within the Irish context, while findings across PIRLS countries further contextualise these outcomes on a global scale.
Findings in this report build on those reported in the PIRLS 2021 national report by Delaney et al. (2023). Readers may find it useful to also consult the international PIRLS 2021 report (Mullis
et al., 2023), the PIRLS 2021 Encyclopedia (Reynolds et al., 2022), as well as the NAMER 2021 performance report (Kiniry et al., 2023) and the NAMER 2021 report on DEIS schools (Nelis &
Gilleece, 2023).
Main Report: PIRLS 2021: Reading results for Ireland.
Delaney, E., McAteer, S., Delaney, M., McHugh, G., & O’Neill, B. (2023).
E-Appendices are available at the following links: E-Appendix Chapter 1, E-Appendix Chapter 3, E-Appendix Chapter 4, E-Appendix Chapter 5, E-Appendix Chapter 6, E-Appendix Chapter 7, E-Appendix Chapter 8, E-Appendix Chapter 9.
Infographics summarising some key findings are also available:
Infographic 1: Overall Results
Infographic 2: Trends, Subscales, Gender & SES
Infographic 3: Reading Experiences and Attitudes
E-Appendices are available at the following links: E-Appendix Chapter 1, E-Appendix Chapter 3, E-Appendix Chapter 4, E-Appendix Chapter 5.
Information sheets summarising some key findings are also available:
