The reality is there was extensive consultation over many months with teachers and other stakeholders in relation to the NCCA document "Towards a Framework for Junior Cycle." The plans for a revised Junior Cycle, as announced by me last October, reflect the content of the "Towards a Framework" document. However, my proposals do go further in relation to assessment – and the move away from a terminal exam to school based assessment.
Evidence has repeatedly shown that "unless the examination changes, nothing else will." Ireland is an outlier in international terms in having externally set, moderated and marked examinations at the end of lower secondary school. As some 90% of students now complete senior cycle, the Junior Certificate is no longer a high stakes examination for the overwhelming majority of students; treating it as such has been shown to have an unintended negative backwash effect on teaching, learning and assessment in the classroom.
The Leaving Certificate is a high stakes examination. It provides a direct entry access route to further and higher education and the labour market. This is no longer true of the Junior Certificate for the vast majority of students. Just as we reached a point in 1967, where there was no longer a need for a State examined Primary Certificate, I believe we have now reached that point in relation to the Junior Certificate.
The abolition of the Primary Certificate did not change primary school teachers from advocates for their students to judges of them. It removed a narrow external assessment, and paved the way for the introduction of a child-centred curriculum for pupils. The Framework will create interested, independent learners who will be better prepared to meet the challenges of life beyond school. I believe these reforms will enable the educational system to deliver a junior cycle that places the needs of students at the core of quality learning, teaching and assessment.It is important to note that this is not a cost-saving exercise. In fact significant resources are needed to implement the new junior cycle. But even in these very difficult financial times, this Government believes in investing in our children and the necessary resources will be provided to make this a success.
I can assure the Deputy that funding has been ring-fenced for the implementation of the new Junior Cycle. The combined costs of curriculum and CPD support in a full year will be of the order of €10 million. A Junior Cycle Support Service will be established under the directorship of Dr. Pádraig Kirk, currently CEO of Co. Louth VEC.The Department has established an Education Partners Consultation Group to provide the partners, including the ASTI and TUI, with a formal medium for assisting in the planning of the phased implementation of the Junior Cycle. These meetings are currently happening approximately every 4 to 6 weeks. At these meetings the partners have a forum in which to highlight both the opportunities and challenges of the reform.
In addition the ASTI and the TUI are represented on the Council of the National Council for Curriculum and Assessment and on its Subject Development Groups. At these meetings the future shape of the curriculum is considered and their findings are presented to the Minister.
Extensive quality assurance measures are being built into the new Junior Cycle. These include subject specifications with clear learning outcomes; a comprehensive professional development programme for teachers, principals and deputy principals in, inter alia, educational assessment, including processes of moderation; the introduction of standarised tests for all schools and students in English reading, Mathematics and Science and in Irish reading for Irish-medium schools; and the development of an assessment and moderation toolkit.
Assessment for learning will have a key role and will enhance learning throughout the 3 years of Junior Cycle. It will be complemented by the 2 components of assessment of learning. There will be the school work component which will be based on work undertaken by students in their 2nd and 3rd years and there will also be a final assessment component at the end of 3rd year. There will be a school report available the autumn after completion of the three years. The report will include a School Certificate of results in 8 to 10 subjects or their equivalents. The report will also include a student profile which will reflect their other learning experiences. Subjects and short courses with their new modes of assessment are being introduced on a phased basis from September 2014 so that capacity in the system can be built up incrementally.
Additional quality assurance measures in relation to assessment of learning at end of junior cycle include the following:
- The State Examinations Commission (SEC) will provide final assessment papers and marking schemes for subjects until the new school-based system of assessment is fully established
- For English, Irish and Mathematics, the SEC will initially mark these papers. This arrangement will continue until standardised testing becomes established in junior cycle
- For the school work component, schools will undertake internal moderation in accordance with the guidelines on moderation for Junior Cycle assessment. This will be formally confirmed by the principal
- The results awarded on every School Certificate of Learning will be sent to the Department. The Department will monitor the national and school patterns along with the results in the standardised testing of reading, Mathematics and Science. This monitoring will provide further quality assurance and identify any local or national anomalies. A report on overall trends will be published regularly. In the event of an unusual pattern of achievement, the Inspectorate of the Department will be advised, and support and evaluation measures will be provided for the school.
In addition, national monitoring of standards will be complemented by continued participation in national and international assessments.
