Assessment and reporting
Assessment and Reporting
Assessment in education involves gathering, interpreting and using information about the processes and outcomes of learning. It takes different forms and can be used in a variety of ways, such as to record and report achievement, to determine appropriate routes for learners to take through a differentiated curriculum, or to identify specific areas of difficulty or strength for a given learner. While different techniques may be employed for formative, diagnostic and certification purposes, the focus of the assessment and reporting is on the improvement of student learning. To do this it must fully reflect the aim of the curriculum.
The junior cycle places a strong emphasis on assessment as part of the learning process. This requires a more varied approach to assessment in ensuring that the assessment method or methods chosen are fit for purpose, timely and relevant to the students. Assessment in Junior Cycle English will optimise the opportunity for learners to become reflective and active participants in their learning and for teachers to support this. This rests upon the provision for learners of opportunities to negotiate success criteria against which the quality of their work can be judged by peer, self, and teacher assessment; and upon the quality of focused feedback they get in support of their learning.
Providing focused feedback to students on their learning is a critical component of high-quality assessment and a key factor in building students’ capacity to manage their own learning and their motivation to stick with a complex task or problem. Assessment is most effective when it moves beyond marks and grades and reporting focuses not just on how the student has done in the past but on the next steps for further learning. This approach will ensure that assessment takes place as close as possible to the point of learning. Final assessment still has an important role to play, but is only one element of a broader approach to assessment.
Essentially, the purpose of assessment at this stage of education is to support learning. Parents/guardians should be given a comprehensive picture of student learning. Linking classroom assessment and other assessment with a new system of reporting that culminates in the awarding of the Junior Cycle Profile of Achievement (JCPA) will offer parents/guardians a clear and broad picture of their child's learning journey over the three years of junior cycle. To support this, teachers and schools have access to online assessment support material. Along with the guide to the Subject Learning and Assessment Review (SLAR) process, this material focuses on learning, teaching and assessment support material, including:
- formative assessment
- planning for and designing assessment
- ongoing assessments for classroom use
- judging student work – looking at expectations for students and features of quality
- reporting to parents and students
- thinking about assessment: ideas, research and reflections
- an assessment glossary.
The contents of the online support material include the range of assessment supports, advice, guidelines and annotated examples of student work that enable schools and teachers to engage with the new assessment system in an informed way, with confidence and clarity.
Inclusive Assessment Practices
This specification allows for inclusive assessment practices, whether as part of ongoing assessment or Classroom-Based Assessments. Where a school judges that a student has a specific physical or learning difficulty, reasonable accomodations may be put in place to remove, as far as possible, the impact of the disability on the student's performance in Classroom-Based Assessments. The accomodations, e.g. the support provided by a special needs assisstant or the support of assistive technologues, should be in line with the arrangements the school has put in place to support the student's learning throughout the year.