Quality and Standards in Human Services in Ireland - the NESC ...

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ivChapter 5Examples of Assessment Arrangements in the School System 755.1 Assessment of Learning – State Examinations 765.2 Assessments for Learning 795.3 Delivering Equality of Opportunity in Schools 835.4 National Literacy and Numeracy Strategy 2011 87Chapter 6Conclusion 916.1 Introduction 926.2 Viewing the Irish School System through the Lens of Qualityand Regulatory Models 926.3 Consolidation or Transformation? 956.4 Two Fundamental Issues For Quality Schooling 966.5 Gauging Progress with Respect to Standards 986.6 The Limitations of Standardised Testing and the Role ofTailored Assessment 996.7 Refashioning the Practice of Teaching 1016.8 Conclusion – Towards a System of Responsive Regulation forSchools 104Bibliography 108Publications 112
vList of Figures1.1 Standards and Accountability Arrangements in Primary andPost-Primary Education in Ireland 13List of Boxes1.1 Stakeholders Interviewed on Standards in the School system 71.2 Educational Aims in Ireland 91.3 Legislation and Specialist Agencies 101.4 DES Capacity Issues 163.1 Principles Underpinning quality Initial Teacher Education Programmes 424.1 Areas, Aspect and Components of Primary School Activity 544.2 The Finnish Education System 564.3 WSE Procedures and Processes – Primary Level 594.4 Sample of a Primary School Whole School Evaluation Report 2011 –Summary Findings, Recommendations and the BOM Response 614.5 The WSE Procedures and Processes – Post-Primary Level 624.6 Whole School Evaluation: Management, Leadership and LearningReport Template 644.7 Sample of Summary of Findings and Recommendations Containedin a Post-Primary WSE-MLL Report (March 2011) 664.8 Incidental Inspection Findings 704.9 Example of a Post-Primary Subject Inspection of MathematicsReport 2011 715.1 A Summary of the DEIS Programme 836.1 Raising Standards in Victoria’s Schools 102
Page 2 and 3: National Economic and Social Counci
Page 4: iiMembership of the National Econom
Page 9 and 10: VIIOECDOrganisation forEconomic Coo
Page 12: Executive SummaryVII
Page 15 and 16: EXECUTIVE SUMMARYXIIIgo in building
Page 17 and 18: INTRODUCTION 21.1 BackgroundThis re
Page 19 and 20: INTRODUCTION 41.3 Involvement of Se
Page 21 and 22: INTRODUCTION 6particular reference
Page 23 and 24: INTRODUCTION 8All State primary and
Page 25 and 26: INTRODUCTION 10 To promote equity a
Page 27 and 28: INTRODUCTION 12school boards will b
Page 29 and 30: INTRODUCTION 141.11 Current Context
Page 31 and 32: INTRODUCTION 16Box 1.4DES Capacity
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Page 35 and 36: LEGISLATION AND THE IRISH SCHOOL SY
Page 41 and 42: STAKEHOLDER RESPONSIBILITIES 26The
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Page 45 and 46: STAKEHOLDER RESPONSIBILITIES 30prof
Page 47 and 48: STAKEHOLDER RESPONSIBILITIES 32supp
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STAKEHOLDER RESPONSIBILITIES 40The
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STAKEHOLDER RESPONSIBILITIES 42Box
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STAKEHOLDER RESPONSIBILITIES 44The
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STAKEHOLDER RESPONSIBILITIES 46qual
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STAKEHOLDER RESPONSIBILITIES 48to e
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STAKEHOLDER RESPONSIBILITIES 50rela
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INSPECTION AND EVALUATION 524.1 Pro
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Quality ofcurriculumprovisionQualit
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INSPECTION AND EVALUATION 56The Fin
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INSPECTION AND EVALUATION 58Whole S
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INSPECTION AND EVALUATION 604.3.1 W
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INSPECTION AND EVALUATION 624.3.2 W
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INSPECTION AND EVALUATION 64Box 4.6
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INSPECTION AND EVALUATION 68Braithw
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INSPECTION AND EVALUATION 72The tot
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EXAMPLES OF ASSESSMENT ARRANGEMENTS
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CONCLUSION 90
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CONCLUSION 926.1 IntroductionThis c
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CONCLUSION 946.2.2 A Focus on, and
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CONCLUSION 96the function of Boards
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CONCLUSION 98teachers believe that
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CONCLUSION 100consistency in the ra
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CONCLUSION 102Box 6.1Raising Standa
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CONCLUSION 104has prompted concerns
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CONCLUSION 106National Literacy and
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108BibliographyBanks, J. & Smyth, E
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110National Council forCurriculum a
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112National Economic and Social Cou
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11463. Population and Labour ForceP
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116121. The Euro: An IrishPerspecti
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