Richard Bruton
Question:295 Mr. R. Bruton asked the Minister for Education and Science the findings of the 1997 feasibility study of practical assessment in leaving certificate physics and leaving certificate chemistry. [17262/00]
Written Answers. - State Examinations.
Practical work is an integral part of the science curriculum. The limitations on the extent to which practical work can be assessed as part of a terminal written examination are recognised.
A feasibility study on practical assessment was undertaken to assess if a fair, valid and reliable system for assessment of practical work could be implemented across the sciences at leaving certificate. This study was undertaken in leaving certificate physics and chemistry in spring 1997. The work was directed by a steering committee with representation from the Department of Education and Science and the National Council for Curriculum and Assessment.
The report by the steering committee indicated in its general conclusions that the model of assessment of practical work tested was considered feasible, reliable and fair and that its procedures had validity. It also indicated that the model did not allow for differentiation between ordinary and higher level candidates especially in chemistry. The steering committee recommended that the proposed mode of practical assessment be implemented with the introduction of the new syllabi. However, the committee also recommended that minor modifications in the chemistry model and more extensive modifications in the physics model be put in place. In addition teacher training and the resource enhancement programme required to meet the needs of the new syllabi in physics and chemistry were proposed.
The Department considered the recommendations of the study and commissioned some further analysis. The overall conclusions reached were that the model as proposed, did not allow for sufficient differentiation between candidates. In addition, while the model had achieved some of the objectives set down by the steering committee, it was not considered suitable for introduction into schools in its current format.
The introduction of practical assessment has far reaching implications, not least for the integrity of the leaving certificate examination itself. Any model of practical assessment must be shown to be capable of producing valid and reliable results. Also, the model of practical assessment adopted must be applicable to a range of science subjects and at different subject levels. The mode of practical assessment should not cause disruption in terms of class contact time.
I have decided to introduce the new syllabi in physics and chemistry in September of this year without a practical assessment component for at least the first two cohorts of candidates, that is, those taking the leaving certificate examination in 2002 and 2003. This will allow an opportunity to implement the resource enhancement programme, which is currently under way, and to develop the teacher skill enhancement programme. It will also allow time to further explore possible models for practical assessment and to provide training for implementation.
I remain committed to working towards establishing a method of giving recognition to practical work across the sciences.