Towards a Better Future

Chapter Four: Assessment: Primary and Junior Cycle
These principles were endorsed by the Department and representatives of the teacher unions in May
2015 and formed a basis for a ballot of trade union members (Teachers’ Union of Ireland et al., 2015).
A revised and significantly modified plan, based on the outcome of the discussions with the teacher
unions and endorsed by both parties, was published by the Department - Framework for Junior Cycle
2015 (DES, 2015b). This radically reduced the involvement of the teachers and schools in the
assessment process. “A dual approach to assessment, involving classroom-based assessment across the
three years and a final externally-assessed, state-certified examination” (p. 35) in each subject was
proposed. Two classroom-based assessments (CBA) are specified in the document, the first to be
taken towards the end of the second year and the second in the third year. The tasks to be covered
are the same as those in the original proposal. Following the second CBA, the students will be
required to prepare an Assessment Task (AT), a reflective exercise linked to the second CBA and
demonstrating an acknowledgement of the knowledge and skills developed during the second CBA.
This will be submitted to the SEC for marking and will account for 10% of the final assessment, with
the external examination accounting for the remaining 90%.
Plans for the phased introduction of the new
system were also included in the Joint Statement
by representatives of DES and ASTI in May
2015, as well as the provision of a significant
allocation of additional professional time for
schools and teachers to support them in the
implementation of the new system. The
timetable for phasing in the new system, as well
as details on the supports to be made available to
the schools, were included in Circular
0024/2016 titled Arrangements for the
Implementation of the Framework for the Junior Cycle
with particular reference to the school years 2015/16
and 2016/17, (DES, 2016a). In addition to the
above, a new mandatory Well-being programme,
which will include short courses in SPHE, PE
and CSPE, wasincluded in the Junior Cycle
“
While the 2015 Framework is a
major deviation from the
original 2012 proposals, it can
also be seen as a more realistic
way forward in the short term
and hopefully representing a
phased approach directed
towards a more comprehensive
reform of the examination
system as outlined in the 2012
proposals.
”
programme. The new system was introduced in 2016, when the first phase of classroom-based
assessments was implemented.
While the 2015 Framework is a major deviation from the original 2012 proposals, it can also be seen
as a more realistic way forward in the short term and hopefully representing a phased approach
directed towards a more comprehensive reform of the examination system as outlined in the 2012
— 67 —