Deirdre Clune
Question:52 Ms Clune asked the Minister for Education and Science the training provided to examiners in preparation for correction of examination papers in relation to problems such as dyslexia. [12822/99]
Written Answers. - Special Educational Needs.
Under current arrangements examiners deal only with problems of readability and presentation in relation to the work of students with learning difficulties. Examiners are instructed to forward the work to the supervising examiner where a difficulty is encountered in accessing the material presented by the student.
However, in the discussion paper prepared by the expert advisory group on examinations, which I have just published as part of a public review, the expert advisory group identifies modification of the test instruments as one possible future approach which may suit students with specific learning difficulties. If this is implemented at the conclusion of the review it will of course be necessary to have examiners trained to deal with any modifications in the assessment. At present all examiners are briefed on the application of a common marking scheme because there is a common approach to assessment.
Jan O'Sullivan
Question:54 Ms O'Sullivan asked the Minister for Education and Science the special consideration, if any, in place in State examinations for children with dyslexia; the arrangements, if any, made for the correction of their papers; if he will provide additional assistance using available technology in order that these children can perform at their full potential in State examinations; and if he will make a statement on the matter. [12804/99]
Ulick Burke
Question:96 Mr. U. Burke asked the Minister for Education and Science the plans, if any, he has to review the process for assessing students for special arrangements for State examinations; and if he will make a statement on the matter. [12114/99]
I propose to take Questions Nos. 54 and 96 together.
The objective in making special arrangements at the certificate examinations for students, who have specific learning difficulties including dyslexia, is to ensure as far as possible that such candidates are enabled to demonstrate at the examination their level of ability. The range of special arrangements in place includes use of readers, scribes, tape recorders and the use of computer technology in certain cases. Each case is considered on an individual basis.
In relation to the marking process I am sure the Deputy will agree that, in the interests of equity and fairness across the entire body of candidates and indeed to ensure the credibility of the examination system, the work of students must ultimately be assessed according to the same strictly objective criteria. This is achieved by having a common marking scheme applied to the work of all candidates in a subject and at the same time by ensuring that every effort is made to give full credit in accordance with that marking scheme for that work.
I have initiated a comprehensive public review of the special arrangement scheme based on a discussion paper prepared by the expert advisory group on examinations. It will be open to all interested parties to make submissions to the expert group on the nature and extent of arrangements that might be made for students with specific learning difficulties.