Towards a Better Future

Chapter Four: Assessment: Primary and Junior Cycle
of the test and thus fail to provide a reliable estimate of performance. As course specifications become
more detailed, it is apparent that no one mode or technique of assessment can adequately capture
the essence of intended outcomes. Rather, a combination of modes, each designed to test specific
outcomes, is necessary in order to match learning experiences with appropriate assessment
techniques. The limitations involved in total dependence on written, end of programme/cycle
examinations are well documented, especially in the case where a range of outcomes, particularly
higher-level skills, is included. It is at this stage that the advantages of a variety of forms of coursework
assessment come into play.
Conducting assessments should not be seen as an end in itself. The most important benefits derive
from the decisions that are made on the basis of the findings. These should be communicated to the
various groups who have a direct interest in the outcomes. Assessment findings should be seen first
and foremost as a service for the learner. The results should be communicated to the learner in a
manner that will indicate strengths and weaknesses and help direct future learning. However,
provision of feedback is not unproblematic. It is important to ensure in the first place that the
feedback provided is valid, understood and accepted, and that appropriate action is taken by the
learner to implement the findings. There is some evidence in inspectors’ reports to indicate that the
outcomes of assessment are not being shared widely enough and used to best effect to improve
student learning and promote school and system effectiveness.
The involvement of the teachers in the
assessment of their own pupils is widely
confirmed and accepted. This is based on the
belief that the classroom/subject teacher is best
placed to observe and record the achievements
of their students over an extended period of
time and in their natural settings. An important
advantage of teacher-led assessment is its
closeness to the teaching/learning activity and
thereby the opportunity to offer immediate
feedback so that, where necessary, corrective
action can be taken and the next phase of
learning planned.
“
Conducting assessments
should not be seen as an end
in itself. The most important
benefits derive from the
decisions that are made on
the basis of the findings.
”
Primary schools are well served with a variety of complementary assessment modes, combining the
advantages of internal-led assessment with a variety of standardised assessments. Various inspectors’
reports indicate that the majority of primary schools have good assessment systems in place. Both
the NCCA (2007) and the INTO (1997; 2001; 2005; 2008; 2011; 2013) have provided a range of
excellent publications on assessment for the teachers, while the INTO also provides periodic surveys
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