Towards a Better Future

Chapter Twelve: Conclusion
new framework and the associated assessment changes herald a new and welcome era where the
professionalism of teachers will be recognised and given scope, and the learning environment will
be more engaging for students.
The strengths and weaknesses of a learning outcomes approach to curriculum design, as currently
adopted by the NCCA, were explored. The potential of this approach for teaching and learning are
recognised, but undue or slavish adherence to specifying curriculum solely in terms of topics and
learning outcomes must be avoided, especially when the Leaving Certificate syllabi are being revised.
Information about the depth of treatment of subjects, teacher guidelines and details of examination
requirements will have to be provided to bring the Leaving Certificate curriculum into line with
international good practice. This is also needed to ensure that the Leaving Certificate will continue
to be of the high standard expected by society and the higher education sector.
4. ASSESSMENT – PRIMARY AND JUNIOR CYCLE
Assessment is an integral component of the curriculum process: it should serve the curriculum, not
dominate it. It is multi-faceted and ideally employs a combination of modes and techniques so as
to match intended programme/subject outcomes. Conducting assessment should not be seen as an
end in itself. The findings should form the basis for improving teaching and learning practices. The
involvement of teachers in the assessment of their own pupils up to certificate levels is widely
acknowledged and is recommended. Assessment findings should be shared widely with interested
stakeholders and couched in a language that is accessible to each audience.
While the proposals on assessment at Junior
Certificate level currently being implemented
represent a significant, if modest, breakthrough
in extending the range of assessments, the
terminal examination still remains the dominant
mode of assessment, with a minor allocation for
coursework. An increased allocation of schoolbased,
teacher-led assessment would enhance the
system and benefit the students. Hopefully, this
will eventually lead to the full implementation
of the DES 2015 reform proposals. In this
“
Conducting assessment should
not be seen as an end in itself.
The findings should form the
basis for improving teaching
and learning practices.
”
context, a system of external monitoring is regarded as essential in the interests of maintaining
standards across the system and ensuring the credibility of the system.
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