I propose to take Questions Nos. 311 and 312 together.
Firstly I would like to acknowledge that the majority of schools have assessment practices that are of good quality. However for the significant minority of schools, it is important to note that there are a range of measures in place to improve assessment practices in primary and post-primary schools in tandem with the implementation of the National Literacy and Numeracy Strategy and Junior Cycle reform. The Teaching Council has taken steps to ensure that assessment is a core component of Initial Teacher Education programmes for student teachers at both primary and post-primary level.
At primary level, schools are advised to use a variety of assessment methods to support assessment of pupils' progress and achievement, and to extend and enrich their learning. Guidelines on assessment published by the National Council for Curriculum and Assessment (NCCA) support schools in this regard, particularly in their understanding and use of Assessment for Learning approaches. A range of materials on Assessment for Learning is also available on the website of the NCCA and the Professional Development Service for Teachers as a support for primary and post-primary teachers.
Primary schools are required to administer standardised tests in English reading and Mathematics, and in the case of Irish medium schools standardised tests in Irish, to their pupils at three points in the primary cycle (2nd, 4th and Sixth classes) and report the results to the Board of Management of the school and to the Department of Education and Skills. School principals in all primary schools have had opportunities to attend seminars on school self evaluation which included guidance on the analysis of standardised test data among other assessment data and its use to inform improvements in the teaching and learning of literacy and numeracy. At post-primary level, the move to school based assessment will radically change and improve assessment practices at Junior Cycle. The introduction of school-based components in all subjects where teachers assess the work of their students will bring assessment activity closer to the point where teaching and learning occurs and provide more opportunity to improve the learning experiences and achievements of students. It will also provide opportunity for the development of students' skills and competences in areas of learning that are inevitably minimised in a terminal, external examination. Teachers' engagement in moderation processes with other teachers to review the marking of students' work will enhance their understanding of standards and their capacity to judge the quality of students' work.
As part of the roll out of the new Junior Cycle, teachers of each subject will receive a minimum of four days continuing professional development which will include a significant focus on the use of assessment for both formative and summative purposes. In addition, the Junior Cycle Assessment and Moderation Toolkit on the NCCA's website will support and assist teachers in their work on assessment. The Toolkit will include the range of assessment supports, advice, guidelines and exemplification that will enable schools and teachers to engage with all aspects of the new assessment system at Junior Cycle. The State Examinations Commission for the majority of subjects will set the terminal examination papers and provide teachers with detailed marking schemes. In addition, for the interim, the SEC will continue to administer the terminal examinations in Irish, English and mathematics when the new specifications are introduced.
