National Learning to Learn Assessment

2027

The National Learning to Learn Assessment Study 2027 continues the monitoring of ninth graders’ competences and attitudes towards learning. The main sample is based on the same 82 research schools that participated in the assessments in 2001, 2012, 2017 and 2024. This makes it possible to examine changes in competences and attitudes towards learning over a long period of time.

The study examines developments in competences and attitudes towards learning as well as the implementation of educational equity. The focus is on differences between regions, schools, classes and different pupil groups. The study also addresses educational opportunities, guidance counselling, belief in education and belief in future. The competences demonstrated by pupils in the assessment are examined in relation to their final grades.

In addition to pupil data, information is collected from principals and teachers. The study develops a research model on educational effectiveness and examines factors related to school leadership, common school practices, trust between staff members, and practices that support the conditions for learning and positive attitudes towards learning.

The 2027 study includes an additional sample of approximately 40 schools. This allows the study to examine the competences and attitudes towards learning of pupils with a migration background, as well as the provision of Finnish as a Second Language (S2) instruction, preparatory education for basic education and learning support. The study also examines the educational opportunities, educational aspirations, guidance counselling, and the correspondence between school grades and competences demonstrated in the assessment among pupils with a migration background.

The additional sample also makes use of assessment tasks designed to be more suitable for pupils who are still learning Finnish. These tasks are used to investigate the extent to which assessment tasks are able to measure pupils’ competences when proficiency in the language of instruction is still developing.

The study is conducted by the Centre for Research on Learning, Education and Assessment (REAL) at Tampere University and the Centre for Educational Assessment (HEA) at the University of Helsinki.

2024

The National Learning to Learn Assessment Study 2024 examined the competences and school-related attitudes of Finnish ninth graders. The results were compared with the assessments conducted in 2001, 2012 and 2017. The study also included questionnaires for teachers and principals.

Pupils’ competences were measured through tasks assessing mathematical thinking, reading comprehension and problem-solving skills. Performance was also examined in relation to final grades in mathematics and mother tongue. Questionnaires concerning school and learning were used to investigate pupils’ attitudes and their relationship with learning outcomes.

The study examined the implementation of educational equity as well as differences between schools, classes and pupil groups. Factors examined included gender, mother’s education, intensified and special support, migration background, class membership and emphasized education.

The study also developed a research model concerning school effectiveness. The teacher questionnaire examined, among other things, common school practices, perceived workload, trust between staff members, and practices related to teaching and feedback. The principal questionnaire collected information on school resources, operating conditions and leadership.

A total of 124 schools from across Finland participated in the assessment. The main sample comprised 6,738 pupils. The additional sample included 2,012 pupils, on whom new task types were also tested.

The results of the study have been published in a first results report and in a volume of peer-reviewed articles published in 2026.

2017

The 2017 assessment was part of the national monitoring of competences and attitudes towards learning among pupils completing basic education. Comparable datasets collected from the same research schools across different years make it possible to examine long-term changes in competences and attitudes towards learning.

2012

The 2012 assessment continued the national monitoring initiated in 2001. The decline in learning outcomes among pupils in basic education was first observed in the learning to learn assessments in 2012.

The 2012 dataset forms part of the same comparison series as the other measurement rounds and enables the examination of long-term changes in ninth graders’ competences and attitudes towards learning.

2001

The national assessment conducted in 2001 forms the starting point of the monitoring series. The nationally representative school sample consisted of 82 research schools.

The same research schools form the basis for the subsequent assessments conducted in 2012, 2017, 2024 and 2027.