How Large-Scale Assessments Have Informed Education Policy in Ireland. IEA Compass: Briefs in Education. Number 26
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| Titel: | How Large-Scale Assessments Have Informed Education Policy in Ireland. IEA Compass: Briefs in Education. Number 26 |
|---|---|
| Sprache: | English |
| Autoren: | Aidan Clerkin, Emer Delaney, International Association for the Evaluation of Educational Achievement (IEA) (Netherlands) |
| Quelle: | International Association for the Evaluation of Educational Achievement. 2025. |
| Verfügbarkeit: | International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. Tel: +31-20-625-3625; Fax: +31-20-420-7136; e-mail: department@iea.nl; Web site: http://www.iea.nl |
| Peer Reviewed: | N |
| Page Count: | 10 |
| Publikationsdatum: | 2025 |
| Intended Audience: | Policymakers |
| Publikationsart: | Reports - Research |
| Education Level: | Secondary Education Elementary Secondary Education Elementary Education |
| Descriptors: | Foreign Countries, Educational Policy, Literacy, Numeracy, Standardized Tests, Curriculum Development, Educational Change, Digital Literacy, International Assessment, Elementary Secondary Education |
| Geografische Kategorien: | Ireland |
| Assessment and Survey Identifiers: | Program for International Student Assessment, Trends in International Mathematics and Science Study, Progress in International Reading Literacy Study |
| ISSN: | 2589-7039 |
| Abstract: | In recent decades, large-scale assessments in Ireland have revealed consistent trends, phases of change, and some surprises. This 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, the authors 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 a case study, important issues are identified for policymakers in other countries to consider when using ILSA (international large-scale assessment) data within their own national contexts. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Dokumentencode: | ED676149 |
| Datenbank: | ERIC |
| Abstract: | In recent decades, large-scale assessments in Ireland have revealed consistent trends, phases of change, and some surprises. This 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, the authors 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 a case study, important issues are identified for policymakers in other countries to consider when using ILSA (international large-scale assessment) data within their own national contexts. |
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| ISSN: | 2589-7039 |