Dáil Éireann Debate, Wednesday - 26 January 2005
1163 Mr. Connolly asked the Minister for Education and Science her views on the extent to which continual assessment of students work will become a feature of the leaving certificate examination; and if she will make a statement on the matter. [1732/05]
View answerThe approved subjects in the leaving certificate curriculum are currently assessed in a variety of ways. While all subjects are assessed by means of a terminal written examination, the use of additional modes of assessment which are completed in advance of the June examinations is increasing.
In the case of the languages Irish, French, German, Spanish, Italian, Russian and Japanese there is a combination of a terminal written examination, oral and aural examinations. In agricultural science and agricultural economics there is a written examination paper and a project while, in the case of engineering and construction studies there are three components, written, practical and project. Art has a written paper and separate practical components. Music has a written paper, an aural test and a practical performance test and, in some cases, depending on the elective chosen an additional written paper or portfolio. There are course work elements also in home economics, religious education and link modules of the leaving certificate vocational programme (LCVP). In the revised history and geography syllabi, which will be examined for the first time in 2006, 20% of total marks will be allocated to a research study and a geographical investigation, respectively, which candidates will be complete in advance of the terminal written examination.
In the leaving certificate applied programme, assessment takes place over two years and credits are awarded for the satisfactory completion of modules, the performance of student tasks and performance in the written terminal examinations. Final examinations count for 34% of the overall mark. As leaving certificate syllabi are revised by the National Council for Curriculum and Assessment, assessment components in addition to written terminal examination are being introduced where appropriate. I am conscious that the feedback in the consultation process on the future of senior cycle indicated that while the established leaving certificate is seen to attract high levels of public confidence, respondents overwhelmingly considered that the transition year, the LCA and the LCVP programmes offer greater relevance to the life experiences of learners, provide better for the development of personal and social skills and for a balance between academic and practical skills, and use more appropriate teaching and learning and assessment methods. The responses also show a clear demand for greater focus on practical work in assessment, for more flexibility, and for assessment to be spread more evenly throughout programmes.
These viewpoints need to be balanced against the concerns expressed in various fora regarding local assessment of the leaving certificate by class teachers and the fact that trends internationally in high stakes examinations are towards external assessment. There is also a high level of public belief and confidence that a centrally driven externally examined system suits the Irish context. The feasibility of any large scale move towards more frequent continuous assessment for the leaving certificate must be considered in the light of these factors.
I am aware that the NCCA proposals for future reform of the senior cycle stress the importance of providing for an increased emphasis on a wider range of modes of assessment such as practical-portfolio-project work and continuous assessment, with assessment events spread out during courses of study and available at a number of points during the two or three year cycle. The proposals envisage that assessment would continue to be carried out externally in the vast majority of cases. While I have some concerns about the logistics, feasibility and cost of such an approach across the extensive range of subject options and programmes proposed for senior cycle, I look forward to further consideration of the matter when I receive the next stage of the NCCA advice on the proposals shortly. This will enable my Department to assess the implications of the proposals.
It must be acknowledged that the leaving certificate is an independent objective assessment which is highly regarded internationally. We must ensure that, as our education system continues to evolve in the knowledge society, reforms build on the existing strengths of the system while addressing its weaknesses. We need reforms that are designed to ensure that our system has integrity, relevance and quality for all our students, including those that are currently served well and those that have needs that are not being met as well as they could.
1164 Mr. Connolly asked the Minister for Education and Science the nature of the new national testing system for primary schools agreed before Christmas 2004 with the INTO; if it differs substantially from the scheme proposed by her predecessor, Deputy Dempsey; and if she will make a statement on the matter. [1733/05]
View answerNo agreement has been concluded as yet in regard to the implementation of standardised testing. I do not intend to make any decisions with regard to introducing standardised testing in primary schools until I have carried out a thorough exploration of all the issues relating to the announcement made by my predecessor last July. I am currently awaiting advice on the matter which the National Council for Curriculum and Assessment (NCCA) is preparing, through its usual consultative and partnership processes. I expect this in the early part of this year. Then, I will be in a position to engage in further consultations, as appropriate, with the relevant partners including teachers and parents.
The judicious use of standardised test results has high value, as one of a range of modes of assessment, in helping teachers make more informed decisions in relation to the instruction of pupils, in informing parents of pupils' progress and in providing information essential to the identification of pupils that 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 currently use such tests in some way is testimony to the value that our teachers ascribe to them. Standardised test results also have an important role to play at the level of the whole school as they provide valuable information for teachers, principals and boards of management when engaging in self-evaluation, a vitally important stage in planning the development and improvement of the individual school. On a national level, there is need for more regular information than is currently available on trends in pupil progress and on levels of achievement within our education system.
We now have an opportunity to explore the potential of systematised standardised testing in this regard. A considered and balanced policy on standardised testing will benefit pupils, teachers, parents and the system.
I am pleased to hear the Irish National Teachers' Association (INTO) statement that it supports the development of an agreed national assessment policy for primary schools and that it will work positively with me to introduce forms of assessment that are appropriate to the learning needs of pupils and the information needs of the system. I look forward to engaging with them as one of the key partners in my exploration of standardised testing after the NCCA advice is received.
