Content area
International large-scale assessments excel at robust cross-national comparisons, and detailed insight into students learning progressions emerges when paired with complementary diagnostic approaches. This study employed an Al-enhanced approach-the Collective Intelligence Model for Education (CIME)-to transform item-level responses from students in Ireland who participated in the PISA 2022 mathematics assessment into multidimensional diagnostic profiles. The profiles highlighted pronounced strengths in chance and probability and identified areas for continued development in geometric relationships and measurement. Students demonstrated proficiency in working with data and established mathematical representations, and showed developing proficiency in devising solution strategies, formalising complex situations, and applying mathematical models to structure and analyse real-world contexts. The findings indicate that Al-enhanced profiling yields fine-grained, policy-relevant diagnostics that complement headline scores and inform curriculum planning and system-level improvement.
Details
Computer Simulation;
Educational Quality;
Mathematics Skills;
Computer Assisted Testing;
Curriculum Development;
Geometric Concepts;
Inferences;
Curriculum Design;
Addition;
Learning Processes;
International Assessment;
Mathematics Achievement;
Mathematics Education;
Educational Change;
Benchmarking;
Misconceptions;
Evidence;
Arithmetic;
Numeracy;
Feedback (Response);
Educational Assessment;
Mathematical Models;
Mathematical Concepts;
Educational Facilities Improvement