Dáil Éireann Debate, Wednesday - 27 October 2004
132 Ms Lynch asked the Minister for Education and Science her proposals for further consultation before a decision is taken on standardised testing for school children; and if she will make a statement on the matter. [26111/04]
View answerI am awaiting advice from the National Council for Curriculum and Assessment, NCCA, on issues relating to standardised testing for pupils during their compulsory schooling. The NCCA is doing this through its usual consultative and partnership processes. I am confident that this advice will be underpinned by up-to-date research and sound educational theory.
It is my intention to defer making a final decision on this matter until I am fully informed regarding the potential and the limitations of standardised testing and until I have explored the range of options available. My approach will be to weigh the benefits to pupils, parents, schools and the system against the costs in terms of the inputs required and the consequences that are likely to result. This will involve not only consultation but also intensive listening and reflection on my part.
I believe there is widespread acceptance of the value of standardised tests as one of a range of modes of assessment to help teachers make more informed decisions in relation to the instruction of pupils, inform parents of pupils' progress and provide information relevant to the identification of pupils who may require additional support.
At classroom level, information from standardised tests can be particularly useful in informing individual and group teaching. The fact that more than 95% of our primary schools use such tests in some way is testimony to the value that our teachers ascribe to them. In the light of this, it seems unjust that all pupils, and their parents, do not have the same entitlement to avail of standardised tests and to derive the benefit of the judicious use of their results.
At school level, standardised tests also have a key role to play. They can provide valuable information for teachers, principals and boards of management when engaging in a self-evaluation process. This is very important in planning the development and improvement of the individual school.
In any education system, trend data are a convincing source of evidence of the quality of the system and assist in the identification of areas of need within it. In addition to the valuable national surveys that are conducted periodically by the Educational Research Centre, ERC, and others, there is a need to develop systems that will provide my Department with more regular information on trends in pupil progress and achievement in our education system.
Notwithstanding the benefits of standardised testing that I have just outlined, I can understand how any move to systematise their use can give rise to fears and concerns. I can give my reassurance that it is not my Department's intention to use the results of standardised tests either as a stand-alone criterion to determine the allocation of resources to individual pupils and individual schools; as a stand-alone criterion to measure the effectiveness of individual teachers and schools; or to compile school league tables.
Rather, the intention is to develop a considered and balanced policy in relation to standardised testing. I believe that it should facilitate the provision of information in relation to the quality of the education system and also support schools in the development of best practice in using the outcomes of standardised tests to benefit pupils in their learning.
