Towards a Better Future

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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. — 187 —
Towards a Better Future: A Review of the Irish School System Teachers need the support of ongoing professional development in all aspects of assessment relevant to their involvement in implementing a system of school-based assessment, while research into all aspects of any new system of assessment is deemed essential so that standards of implementation can be monitored on an ongoing basis. 5. TRANSITION FROM SECOND LEVEL TO HIGHER EDUCATION This chapter focused on the transition of students from second to third-level education. It outlined the process used by higher education institutions to select school leavers, and the central role played by the Leaving Certificate in this process. It traced the history of the Central Applications Office and the development of the Points system. It outlined upcoming changes to the Leaving Certificate grading system as well as associated changes in the Points system. It suggested alternatives to the Leaving Certificates a mechanism for selection and explored “ As long as demand exceeds supply, either in an aggregate sense or for individual courses, some system of selection has to be put in place and there will be winners and losers. ” approaches in other jurisdictions. It concluded that there is no perfect system of selection nor is there a ‘one size fits all’ solution. As long as demand exceeds supply, either in an aggregate sense or for individual courses, some system of selection has to be put in place and there will be winners and losers. However, every system of selection should be regularly reviewed and if necessary reformed, if and when the evidence points to a more successful selection system. 6. EDUCATIONAL LEADERSHIP AND GOVERNANCE Where the conduct of educational practice is concerned, it is important to distinguish from the start between the different kinds of responsibilities that belong to management, to administration, to governance and to leadership. The last of these has a particular importance as we look ahead. Its central purpose is identifying and promoting initiatives that yield a higher quality of educational experience for pupils and students. Educational leadership within schools involves not only the principal and deputy principal, but also the teaching staff and, where appropriate,the students. The exercise of such leadership needs dedicated time, however, for planning and consulting, for implementing and monitoring, for evaluating and amending. Such dedicated time has been far too scarce in Ireland’s schools and tackling this problem requires a restructuring of time-in-school. — 188 —
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