Ms Elaine Sheridan:

The findings of the predictability research disproved the idea that rote learning was rampant throughout the exams. That was particularly true in the case of any of the less content-based specifications that were introduced in the mid-2000s. As a result of those specifications, the exams aim to analyse, assess and reward critical thinking. Even in the likes of English, a subject the Deputy mentioned, the predictability report suggested, having reviewed the papers, scripts and marking scheme, that candidates were being rewarded for higher order thinking and not for producing stock answers. To a certain extent, there is a sense this is the case. Our marking schemes are set out in such a way that marks are awarded for originality. The approach to marking in various subjects ensures marks are set aside for creative and original answers. That has been addressed through new specifications, and working closely with the NCCA on the design and development of new specifications has ensured rote learning approach is no longer really an issue.