The Assessment Task (AT) and the final examination
Students complete a formal written Assessment
Task
a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work.
to be submitted to the State Examinations Commission for marking along with the final examination for modern foreign languages. It is allocated 10% of the marks used to determine the grade awarded by the State Examinations Commission. The Assessment
Task
a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work.
is specified by the
NCCA
National Council for Curriculum and Assessment
and related to the learning outcomes on which the second Classroom-Based Assessment: Oral Communication
Task
a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work.
is based. The Assessment
Task
a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work.
is devised from some or all of the following elements:
• A short stimulus in written, audio, audio-visual or multi-modal format to prepare for the written
Task
a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work.
.
• A written
Task
a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work.
that tests the students in
- their ability to outline and/or discuss their experience of completing
CBA
Classroom-Based Assessment
2: Oral Communication
Task
a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work.
- their understanding and evaluation of that experience
- their capacity to reflect on the knowledge and skills they have developed
- their understanding of how their oral proficiency has developed over the three years of junior cycle.
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 accommodations 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 accommodations e.g., the support provided by a special needs assistant or the support of assistive technologies should be in line with the arrangements the school has put in place to support the student’s learning throughout the year.
The final examination
There will be one examination paper at a common level, set by the State Examinations Commission
(
SEC
State Examinations Commission
). Students will sit this written examination paper of up to two hours duration at the end of
the third year. They will be required to engage with, demonstrate comprehension of, and respond
to stimulus material, which will include an aural stimulus. In any year, the learning outcomes to be
assessed will constitute a sample of the outcomes from the tables of learning outcomes. The aural
component will be allocated 35% of the marks used to determine the grade awarded by the State
Examinations Commission.