Published in: NCCA Senior Cycle Review discussion paper
Abstract:
This summary gives a brief overview of what is known from previous research on Transition Year (TY), which draws strongly on the views of students and teachers. It includes the most commonly-reported benefits and problems that are associated with TY, as well as several important issues about which we still have relatively limited information.
The summary ends with some suggestions for aspects of TY provision that are worth reflecting on at a time when the Irish senior cycle, including TY, is under review. The senior cycle consultation provides an opportunity to critically examine and reappraise our assumptions about TY and the various ways in which it has been implemented in different schools and different contexts. In doing so, we can consider areas where students’ educational experience could be enhanced in a future senior cycle, and identify existing practices or ideas that should be maintained for future cohorts.
Clerkin, A. (2019). What do we know about Transition Year? Looking to the future. (Senior Cycle Review discussion paper). Dublin: Educational Research Centre and National Council for Curriculum and Assessment. https://www.ncca.ie/media/3758/scr-erc-ty-research.pdf
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
