Towards a Better Future

Towards a Better Future: A Review of the Irish School System
At primary level, the abolition of the Primary Certificate examination in 1967 at the end of this cycle
and the introduction of a new primary curriculum in 1971 opened up new opportunities for schools
to develop assessment policies free from the demands of a centrally-devised examination system. With
this newfound freedom also came the introduction of standardised tests in literacy and numeracy
aimed at monitoring standards across the system (Department of Education and Skills, 2012). This
scenario created a basis for renewed discussions on assessment and standards, especially in the light
of hitherto unsubstantiated claims that the abolition of the external examination would inevitably
lead to falling standards in literacy and numeracy.
This chapter is organised as follows. The first section briefly outlines the nature, scope and purposes
of assessment. The development and implementation of assessment in the primary and Junior
Cyclesectors are then outlined and this is followed by a summary of the main findings of a number
of standardised assessment surveys conducted at both levels. A review of performance patterns at
primary and post-primary is presented in the section that follows. Some general suggestions for
further developments in this area complete the chapter.
NATURE, SCOPE AND PURPOSES OF ASSESSMENT
Internationally, following the downturn in the economy in the early 1970s, arising mainly from
the oil crisis and resulting in large-scale unemployment, schools came under increasing scrutiny
mainly because, it was contended, that they were not producing students with employable skills.
Questions were raised as to whether schools were making a difference to the advancement of
their pupils, above that already conferred on them by their home and social background. There
followed a wave of research studies into school effectiveness and school improvement, and a new
emphasis on assessment (Cheng Cheong, 1996; Macbeath, 1999; Madaus et al., 1980; Rutter et
al., 1980; Smyth, 1999). This became evident in some countries in the competency testing
movement, the introduction of standardised testing and the publication of school league tables
based on examination results.
Assessment involves the use of a range of techniques aimed at capturing the achievement of students
across a wide span of knowledge and competences. It is defined by the NCCA (2007, p.7) as:
The process of gathering, recording, interpreting, using, and reporting a child’s
progress and achievement in developing knowledge, skills and attitudes.
While the emphasis is generally placed on the assessment of cognitive and psychomotor skills, it is
also important not to lose sight of the role of key skills in the ‘affective domain’ that can have a
significant influence on the motivation and development of learners. Thus, such skills as the ability
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