Reports highlight need to reform assessment process from Junior to Leaving Cert

Speaking in response to the release of two ESRI reports, which looked at students' experiences of the transition from junior to senior cycle and students' experiences of sixth-year, I believe that the reports' findings confirm the need to reform the exam focused assessment process at second level.

These reports confirm that there is now a need for a revised assessment process that is less exam focused and where more attention is paid to the student's educational development and interests.

The pressures of the exam centred system have created a 'grinds culture' with one of the ESRI reports indicating that 44% of 6th year students are taking grinds. Those taking grinds are sharply differentiated by social class background where those from disadvantaged areas are demonstrably unable to access grinds.

The pressure on teachers to focus on examinations and what is likely to come up also means that many of the intrinsic experiences of education and aspects of the curriculum are sacrificed in order to prepare for exams.

The focus of education provision, particularly at local second level, now needs to change. It is shown in these ESRI reports that students' experiences of junior cycle play a crucial role in shaping their pathways and outcomes and largely account for later differences by social class and gender.

These findings point to the need for earlier approaches to address these issues, particularly in areas of educational disadvantage.

Minister Quinn's commitment to reform the Junior Certificate by switching the emphasis from examinations to continuous learning is very welcome in this regard. We also need to look at reforming the Leaving Certificate so it is attuned to the needs of our economy, while contributing to an inclusive and equitable society.