Towards a Better Future

Towards a Better Future: A Review of the Irish School System
(a2) Mathematics Attainments at Primary Level
In the 2014 National Assessment, performances at both Second and Sixth Classes were higher than
in a previous assessment in 2009. Significant increases at Second Class were found on three of the
four main content areas and all five process areas. No significant improvement was found on the ‘data
content’ area. Improvements were also noted across all proficiency levels. Significant increases at
Sixth Class level were noted across all content areas and all proficiency levels. In the case of DEIS
schools, while improvements were noted, especially in Second Class in Band 2 schools, improvements
have only kept pace with those of pupils in other schools. Boys in both classes outperformed girls,
but in neither case was the difference significant.
In the most recent TIMSS survey conducted in 2015, Fourth Class primary pupils achieved a score
of 547, which was significantly above the TIMMS centre point average, and ranked ninth among 49
countries. This was a significantly higher score than that recorded in 1995 or 2011, and an
improvement in ranking from 17th out of 50 countries in 2011. Improvement in performance has
also been made across the three assessment cycles among the ‘below-average’ and the ‘above-average’
range, with much of the improvement appearing to have occurred since 2011 and among the ‘lowestachieving’
pupils. Relative strengths were noted in the content area of Number and relative
weaknesses in Geometric Shape and Measures. In the cognitive domain, strengths in Knowing and
Weaknesses in Reasoning were recorded. No significant gender differences were noted.
(a3) Science Attainments at Primary Level
A score of 529, significantly above the centre point average, was recorded in the 2015 TIMSS survey,
and ranked Ireland’s pupils 19th out of 47 countries, significantly higher than reported in 1995 and
2011. Substantial improvement was found among the ‘lowest-achieving’ group and a small
disimprovement among the ‘highest-achieving’ pupils. Earth Science was a particular strength in the
‘content’ area, and Physical Science a weaknesses, while broadly similar performances were found
across the three cognitive domains of ‘knowing, applying and reasoning’. No significant gender
differences were noted.
(b) Standardised Assessments at Junior Cycle
Ireland has participated in two international standardised surveys of achievement - TIMSS and PISA
- at Junior Cycle level over a number of cycles. TIMMS, already referred to in the context of primary
assessment, conducts surveys of achievement in Mathematics and Science among students mainly in
the Second Year of the Junior Cycle. Ireland participated in the first international survey in 1995.
The most recent survey was conducted in 2015 and the findings presented here are based on a
report published by the ERC (Clerkin et al., 2016).
The aim of PISA is to measure how well students at age 15 are prepared to meet the challenges they
may encounter in future life. PISA conducts an international assessment of the skills and knowledge of
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