Mr. Oisín Hassan:

On behalf of the Union of Students in Ireland, USI, I thank the committee and the Chair for inviting us today. The USI welcomes the joint committee's investigation of the potential use of the continuous assessment model in State examinations. USI has worked for many years on issues of quality and enhancement of education, primarily at third level, but has often taken a view of the need for wider educational reform. USI is broadly supportive of the efforts at third level and especially at higher education in regard to continuous assessment, recognising and championing the need to develop a model of student partnership and we are eager to see efforts expand beyond the post-secondary sector.

The committee should be aware that USI has largely approached this submission from the view of third level and specifically higher education, and throughout the submission we have attempted to highlight the significant need for a more joined up approach to educational reform in Ireland. Each phase - primary, lower and upper secondary and tertiary - cannot continue to be reformed in silos. Further, consultation and input from students, staff and relevant organisations, and the public, should be facilitated in a more informative and collaborative way if we are to truly understand continuous assessment and the need for it.

The topic of continuous assessment across State examination presents an opportunity to do that. I draw the committee's attention to the three key priorities that we listed in the overview, namely, that the committee should formulate a clear view of the value of continuous assessment, rather than view it as an international pressure; that the committee should embrace the opportunity to consult on this issue in a way that is inclusive of students, parents, and practitioners; and that the committee should utilise this opportunity to focus on transition from one phase of education to another, with continuous assessment as a key enabler to a successful transition, retention and student success.

In conclusion, I want to reiterate something in the submission, namely, that the senior cycle review currently being undertaken by the National Council for Curriculum and Assessment and its relationship to this work needs to be carefully considered. I also want to encourage the committee to involve the Irish Second Level Students’ Union, ISSU, in this work. USI and ISSU enjoy a strong partnership and that represents a key opportunity to look at how that holistic and joined up approach to educational reform can be undertaken.