Written Answers. - Leaving Certificate Examination.
Paul McGrath
Question:
263
Mr. McGrath
asked the
Minister for Education and Science
if his attention has been drawn to the disappointment among many teachers of the Irish language with the poetry section of the 1999 leaving certificate ordinary level Irish examination; if he has discussed the matter with the chief examiner in his Department; if special working arrangements will be put in place to ensure fairness for all students in view of the unusual and difficult questions in this section of the paper; and if he will put in place a procedure whereby these unusual questions cannot again appear on a pass examination paper.
[16002/99]
The two-year poetry course examined in this year's leaving certificate ordinary level Irish examination consists of five prescribed poems and three poems of the candidate's or teacher's own choice. The five prescribed poems are the same for the examination in 1997, 1998, 1999 and 2000.
The poetry section of Paper two, in this year's examination paper carried 55 marks out of a total of 600 marks for the entire examination. Within this section there were two parts: part A which dealt with prescribed poetry and part B dealing with unprescribed poetry chosen by teachers or pupils and studied as part of the syllabus requirement.
In part A, candidates could choose to answer four questions on an older poem in the amhrán tradition, A Ógánaigh an Chúil Cheangailte, or to answer four questions on a modern poem Cártaí Poist, by Louis de Paor. In the case of A Ogánaigh an Chúil Cheangailte, the questions focused on the theme, the meaning of certain phrases, the metre, and the poetic devices metaphor, assonance and alliteration. In the case of the modern poem, the questions dealt with basic comprehension, the suitability of the title, the candidate's understanding of certain phrases and with metre. In the light of the centrality of these questions to an appreciation of these poems, and in view of the fact that the full text of each poem was printed on the paper, there should not have been any cause for disquiet.
In part B, candidates were asked to write a brief account of the view expressed by the poet in the case of any unprescribed poem which they had studied and of their own opinion of the poet's view. They were also required to write down the title of the poem and to give the poet's name.
Each year teacher representatives submit observations on the examination papers to the Department. It is Department policy to refer such observations to the chief examiner for consideration and discussion, as appropriate, with the panel of advising examiners. Due allowance is made in the preparation of the marking scheme where any shortcomings in a particular question or paper are identified through this process. Apart from ensuring that this process takes place, I believe that it would be entirely inappropriate for me, as Minister, to intervene directly in the marking of scripts.
Brian O'Shea
Question:
264
Mr. O'Shea
asked the
Minister for Education and Science
his views on the 1999 higher level leaving certificate geography paper; the proposals, if any, he has on widespread concerns that the paper was too difficult; and if he will make a statement on the matter.
[16020/99]
As the Deputy is aware, the content of leaving certificate and junior certificate examination papers has been the subject of much comment and analysis in the media in recent years. It is important that we view all such comment in a balanced way, having due regard for the need for validity, reliability and the maintenance of appropriate standards in our examination system.
As outlined in rules and programme for secondary schools 1998-99, "at senior level it is recommended that geography should be taught from motives which include, but which go beyond, the narrow and traditional objectives of imparting geographical knowledge and the training of students in the recall of facts".
The syllabus goes on to note that "the student should be taught to acquire facility in the use of the geographer's mode of inquiry and skills, namely the reading and interpretation of aerial photographs. maps, pictures, tables and graphs and other written sources of materials as well as an involvement in the field work process of observation and recording. Thus, while imparting a body of knowledge that is useful and meaningful to the student, the geography teacher must also be aware of his-her role in developing the student's appreciation of abstract concepts and in gaining the facility in such matters as comprehension, analysis, synthesis and the application of information".
Applying the above criteria, the examination paper in geography – higher level – for 1999 falls within the given parameters of the stated aims and teaching objectives of the programme. It is also noteworthy that all topics on the examination paper have been examined on previous occasions, while many topics have been asked on numerous occasions.
Each year teacher representatives submit observations on examination papers to the Department. It is Department policy to refer such observations to the chief examiner for consideration and discussion, as appropriate, with the panel of advising examiners. Due allowance is made in the marking of scripts where any short comings in a particular paper or in a particular question are identified through this process.
