Dáil Éireann díospóireacht -
Wednesday, 2 May 2001

Vol. 535 No. 2

Priority Questions. - State Examinations.

Michael Creed

Ceist:

45 Mr. Creed asked the Minister for Education and Science his views on whether it is fair and reasonable, in the context of the leaving certificate examination, that a pupil's future academic progress or employment prospects are assessed solely on the basis of a single written examination, with oral, aural and practical examination in certain subjects; if he has proposals to broaden the scope of individual student assessment; and if he will make a statement on the matter. [12400/01]

Minister for Education and Science (Dr. Woods):

The aim and purpose of the established leaving certificate is to prepare pupils for proceeding to further education or for immediate entry into open society. The examination is mainly a test of achievement. Employers and others wishing to use it for selection purposes are advised to institute their own supplementary tests, which should assess aptitude rather than achievement.

I am committed to widen, where possible, the variety of assessment procedures used in the leaving certificate. At present, engineering, construction studies, agricultural science, agricultural economics and music use either a practical, project or course work assessment component and written papers. Irish and modern European languages are examined by means of aural and oral components and written papers. Four subjects have more than one written examination paper – English, Irish. mathematics and technical drawing. While all leaving certificate subjects are examined at ordinary and higher levels, Irish and mathematics are examined at foundation level also. The choice of questions used to test the stated assessment objectives is wide.

The National Council for Curriculum and Assessment (NCCA) advises me on matters relating to assessment procedures for the subjects which are part of the leaving certificate curriculum. The council reviews the content and assessment of the various subjects on a rolling basis. My Department is prepared to consider revised assessment proposals which are well developed and critically do not impact unduly on class contact time.

Further significant assessment reform at senior cycle was brought about with the introduction of the leaving certificate applied programme. Innovative approaches to assessment have been intro duced and the system of accumulating credits leading to an overall award is particularly appropriate given the objectives of the programme and the needs of the students targeted by it. In other countries, assessment procedures are broadened by having the class teacher engage in continuous assessment. This has the advantage of spreading assessment over the entire period of the course. The NCCA, as a body representative of the interests involved, has not brought forward proposals for such forms of assessment at leaving certificate because there is no acceptance by some stakeholders of such an approach in the Irish context.

Given the importance of the leaving certificate and its wide usage as a selection instrument for both work and further study, the senior cycle committee of the NCCA is prioritising the continuing review, reform and implementation of the subjects that make up the leaving certificate curriculum. Broadening the range of assessment components is being addressed in that review. This committee is made up of representatives of organisations from the world of work and further education. The demands made on the leaving certificate as a selection instrument and the case for broadening the assessment techniques are very much to the fore in their thinking.

Mr. Creed:

I accept that this is a difficult issue and that progress can only be made through consultation and co-operation with the various education partners, particularly the teachers' unions. In schools, primary and post-primary, one of the major concerns for parents and teachers is lack of discipline. Does the Minister agree with me that if a student knew his behaviour in school, from his first day in primary to his final day in leaving certificate, would be part of the overall evaluation and marks which he receives, it may address the disciplinary problems? Would the Minister consider that previous examinations while attending school should be taken on board? The opportunity for repeat leaving certificate in certain subjects should be offered rather than the obligation to repeat the entire year. Does he agree that the leaving certificates, vocational and applied, are useful starting points on which to build in consultation with teachers' unions?

Dr. Woods:

The difficulty in repeating certain subjects arises in the points system. One interacts with the other.

Mr. Creed:

It is not insurmountable.

Dr. Woods:

It is not insurmountable but that is where the problems arise. The Deputy mentioned consultation. The NCCA, which represents the interests involved, did not bring forward proposals for such forms of assessment at leaving certificate because some stake holders do not accept this approach. I agree with the Deputy that is an area we should expand. The applied and vocational leaving certificates are leading the way. There are credits in the applied and they have the benefits, mentioned by the Deputy, like discipline, participation and recognition as the student progresses. We have a fine system but it is a big one and we must bear in mind that it must suit the needs of the individual pupil. Continuous assessment is something from which pupils can benefit. Consultations are continuing and the senior cycle committee of the NCCA is prioritising that issue for review.

Mr. Creed:

Does the Minister accept the general principle that the leaving certificate examination is a snapshot of a student's capacity which becomes cast in concrete and determines his employment prospects and advancement to third level? That is unfair in principle. If we accept that as a starting point, we can move on to negotiating with the stakeholders, the parents and teachers, how to improve the situation. What has been achieved to date in terms of the applied and vocational is a useful model on which to build in terms of assessment.

Dr. Woods:

I agree with the Deputy. It is an area that must be explored further.