Promoting participation and engagement: Ireland's experiences across three decades of international large-scale assessments.
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| Title: | Promoting participation and engagement: Ireland's experiences across three decades of international large-scale assessments. |
|---|---|
| Authors: | Delaney, Emer1 (AUTHOR) emer.delaney@erc.ie, Clerkin, Aidan1 (AUTHOR) emer.delaney@erc.ie, Karakolidis, Anastasios1 (AUTHOR), Gilleece, Lorraine1 (AUTHOR), Millar, David1 (AUTHOR) |
| Source: | Frontiers in Education. 2025, p1-9. 9p. |
| Subject Terms: | *Literacy, *Educational evaluation, Participation, Numeracy, Job involvement, Data protection |
| Geographic Terms: | Ireland |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 185522463 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Promoting participation and engagement: Ireland's experiences across three decades of international large-scale assessments. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Delaney%2C+Emer%22">Delaney, Emer</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> emer.delaney@erc.ie</i><br /><searchLink fieldCode="AR" term="%22Clerkin%2C+Aidan%22">Clerkin, Aidan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> emer.delaney@erc.ie</i><br /><searchLink fieldCode="AR" term="%22Karakolidis%2C+Anastasios%22">Karakolidis, Anastasios</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gilleece%2C+Lorraine%22">Gilleece, Lorraine</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Millar%2C+David%22">Millar, David</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Frontiers+in+Education%22">Frontiers in Education</searchLink>. 2025, p1-9. 9p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Participation%22">Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Numeracy%22">Numeracy</searchLink><br /><searchLink fieldCode="DE" term="%22Job+involvement%22">Job involvement</searchLink><br /><searchLink fieldCode="DE" term="%22Data+protection%22">Data protection</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Ireland%22">Ireland</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3389/feduc.2025.1565557 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 1 Subjects: – SubjectFull: Literacy Type: general – SubjectFull: Educational evaluation Type: general – SubjectFull: Participation Type: general – SubjectFull: Numeracy Type: general – SubjectFull: Job involvement Type: general – SubjectFull: Data protection Type: general – SubjectFull: Ireland Type: general Titles: – TitleFull: Promoting participation and engagement: Ireland's experiences across three decades of international large-scale assessments. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Delaney, Emer – PersonEntity: Name: NameFull: Clerkin, Aidan – PersonEntity: Name: NameFull: Karakolidis, Anastasios – PersonEntity: Name: NameFull: Gilleece, Lorraine – PersonEntity: Name: NameFull: Millar, David IsPartOfRelationships: – BibEntity: Dates: – D: 29 M: 05 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 2504284X Titles: – TitleFull: Frontiers in Education Type: main |
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