Dáil Éireann Debate, Thursday - 3 February 2005
44 Mr. Cuffe asked the Minister for Education and Science if studies have been carried out by her Department, nationally or internationally, on the independent learning capabilities of teenage boys and teenage girls, relative to one another and in general terms; if any reports would influence policy decisions on continuous assessment at senior cycle level; and if she will make a statement on the matter. [3056/05]
View answerThere are multiple factors which contribute to differential performance between males and females in examinations. These include teaching and learning approaches, school culture and classroom organisation, teacher expectations, student attitudes and behaviour, later maturation of boys, parental expectations, decisions regarding subject choice and levels of courses along with the format and style of questioning in the examinations. In particular, it is evident that more boys than girls are entered for foundation and ordinary levels of the junior certificate and this is likely to impact on performance and choice in senior cycle. The patterns of differences in performance of boys and girls in the leaving certificate examinations reflect those found in education systems internationally.
The National Council for Curriculum and Assessment, NCCA, has published a research report entitled Examining Gender — Gender and Achievement in the Junior and Leaving Certificate Examination Systems 2000/2001 in June 2003. The report claims that tiered entry systems, for example, foundation, ordinary and higher levels, can significantly interact with gender, and it points to international evidence that more boys than girls tend to be entered on lower levels courses. The study examined such issues as the syllabus content, the selection of content for assessment and the format of examination papers for junior and leaving certificate English and mathematics, junior certificate science and leaving certificate physics. None of the syllabi or areas of content chosen was seen to give undue advantage to either sex.
Communicative styles which are narrative, discursive, involve the use of own experience, imaginative and personal processes, or collaborative based approaches, along with subjects which involve a high degree of recall were found to favour girls who tend to be better organised and better prepared. Communicative approaches which are concise, deductive, functional, argumentative and non-collaborative were found to favour boys, with males coping better with novel or unfamiliar items.
In addition, the Economic and Social Research Institute is carrying out extensive longitudinal research for the NCCA on the progress of a cohort of students as they make the transition from primary to second level and progress through junior cycle. This is providing important information on the factors which are considered to have significant influence on student performance such as pupil and teacher expectations and school practice in the content of curriculum on offer to students. Feedback from the study is being disseminated to schools by the NCCA and the initial report, Moving Up — The Experiences of First Year Students in Post Primary Education, was published in 2004.
These issues raised in the above mentioned ongoing research are being considered by the NCCA as part of its programme of ongoing curricular review, and in the context of the proposals for reform of the senior cycle. The State Examinations Commission is also considering the research outcomes that are applicable to the running of the certificate examinations. My Department is committed to providing the highest possible educational opportunities for boys and girls alike and to meeting their differing needs to the fullest extent.
In terms of international studies, the OECD PISA 2003 results set out the performance of 15 year olds across 40 countries in the domains of mathematics, reading literacy, science literacy and problem solving. The study found that females have significantly higher average performance in reading in all countries except Liechtenstein, with an average OECD gender gap of 34 score points. In science, the OECD average difference was six score points in favour of males. In mathematics, while overall the gender gaps are small, Iceland was the only OECD country where females consistently perform better than males.
45 Mr. Gilmore asked the Minister for Education and Science the position regarding the introduction of standardised testing in primary schools; and if she will make a statement on the matter. [3003/05]
View answer49 Mr. Murphy asked the Minister for Education and Science if she intends to introduce a system of standardised testing at primary level; and if she will make a statement on the matter. [2896/05]
View answerI propose to take Questions Nos. 45 and 49 together.
I have made no decision on the systematisation of testing in primary schools. In response to a request from my predecessor, the National Council for Curriculum and Assessment, NCCA, is currently preparing advice on issues relating to standardised testing for pupils during their compulsory schooling. It is my intention to defer decisions until I am fully informed regarding the potential and the limitations of standardised testing and until I have explored the range of options available. The advice of the NCCA, which I expect to receive before Easter, will help to shape my thinking. I understand that the formulation of the NCCA advice is at an advanced stage.
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 consultation as well as intensive listening and reflection on my part.
I believe that 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, to inform parents of pupils' progress and to provide information relevant to the identification of pupils that may require additional support.
The fact that more than 95% of our primary schools use standardised tests is testimony to the value that our teachers ascribe to them. In the light of this, it seems desirable that all pupils, and their parents, would have the same entitlement to avail of standardised tests and to derive the benefit of the judicious use of their results.
In addition, tests can provide valuable information for teachers, principals and boards of management when engaging in a self-evaluation process. There is also a clear need to develop systems that will provide my Department with more regular information regarding pupils' progress and the standards they are achieving.
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. At this stage I can give my assurance that there will be no question of requiring all pupils in certain classes to take a standardised test on one day. I can also say that it is not my Department's intention to use the results of standardised tests as a stand-alone criterion to determine the allocation of resources to individual pupils and individual schools or 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 contribute to the current information deficit in relation to the quality of the education system and also support teachers, parents and schools in their efforts to make pupils' learning experiences as fruitful and as beneficial to their individual needs as possible.
