Paudge Connolly
Question:342 Mr. Connolly asked the Minister for Education and Science his plans to include an element of continual assessment in the grading of leaving certificate candidates in the foreseeable future. [1001/03]
Written Answers. - State Examinations.
The approved subjects in the leaving certificate curriculum are currently assessed in a variety of ways.
In the case of some 20 subjects in the established leaving certificate, assessment is by means of a terminal written examination, involving two examination papers in the case of English, Irish and mathematics, and one examination paper in the case of the other subjects. In the case of the five languages Irish, French, German, Spanish and Italian a combination of a terminal written examination, oral and aural examinations is used.
Assessment of agricultural science and agricultural economics is done by means of a written examination paper and a project while the assessment of engineering and construction studies includes three components: a written examination, a practical test and a project. Art is assessed using a written paper and three separate practical tests. Music is assessed by means of a written examination paper, an aural test and a practical performance test and, in some cases, depending on the elective chosen, an additional written paper or portfolio.
As leaving certificate syllabi are revised by the National Council for Curriculum and Assessment, NCCA, assessment components other than a written terminal examination are being introduced where appropriate. Examples include the revised syllabi for the sciences and the revised syllabus for home economics.
In the case of the leaving certificate applied, assessment is undertaken at four key stages during the two year programme with a significant degree of the total of 100 credits, 67 credits, being attainable for course work. For the three link modules in the leaving certificate vocational programme, 60% of the marks are attained for coursework and 40% for a terminal written examination. There is already, therefore, a varied approach to assessment across the range of programmes and subjects at leaving certificate. In addition, the NCCA has recently published a document called Developing Senior Cycle Education: Consultative Paper on Issues and Options. A wide-reaching public debate on this document is due to begin shortly. At the end of this debate, the NCCA will advise my Department on possible reform of all aspects of senior cycle, including assessment.