Ms Andrea Feeney:

I am the chief executive officer of the State Examinations Commission, SEC. I am joined by my colleague, Ms Elaine Sheridan, our head of examinations and assessment. I thank the Cathaoirleach and members of the committee for the invitation to attend this round-table discussion on the future of science, technology, engineering and mathematics education.

STEM education plays a vital role in preparing Irish second level students for the challenges of today’s society by equipping them with the fundamental knowledge and skills to meet the challenges of the 21st century. Education in STEM provides learners with opportunities to apply their creativity, knowledge and skills within and across disciplines and in real life opportunities, to engage in inquiry and analysis, and to imagine, question and explore. As noted in the STEM Education Policy Statement 2017-2026:

Science, Technology, Engineering and Mathematics (STEM) are at the heart of a technological revolution which is transforming the way we live and the way we work. If Ireland is to be at the forefront of this transformation, we must be a leader in nurturing, developing and deploying STEM talent.

The role of the SEC in supporting this policy objective is to ensure the provision of high-quality, valid and reliable assessments that encourage and facilitate the development of the knowledge and skills that are identified as important in the subject specifications in these disciplines. We also draw on our experience and expertise in assessment to collaborate with the NCCA and the Department of Education in exploring and interrogating potential enhancements to curriculum and assessment that could further contribute to continually improving the quality of student learning experiences in these areas.

The suite of technology subjects and engineering at both junior and senior cycle, in particular, have an established tradition and range of innovative assessment techniques that provide opportunities to develop and enhance key skills such as those referenced earlier. They also help to promote interest in and enthusiasm for the subjects. Recent reform at junior cycle has facilitated a further broadening of the assessment experiences for the key skills within this suite of subjects. At senior cycle, the introduction of computer science as a leaving certificate subject provides a range of assessment experiences to students, including those that require them to use their skills and content knowledge to solve problems creatively. It also provides opportunities for students to work collaboratively on project work. These key skills are essential for living and working in today's world. The assessment of this subject closely reflects both the practical and theoretical skills computer science education seeks to develop.

Although not so recent as some other developments, the changes made to curriculum, assessment and student learning under the Project Maths initiative represented a transformation in the way mathematics learning is experienced by students. While ensuring fundamental mathematical knowledge and skills remained important, the initiative significantly increased the emphasis on practical learning activities, developing students' capacity to apply their knowledge to a wide range of problems in various contexts and deepening their understanding of how mathematics is used in the world around them, including in scientific and technological contexts.

Currently, assessment of a significant majority of leaving certificate subjects includes both a written examination and a course work component. Since 2018, the SEC has moved towards digital forms of submission for coursework components across a range of subjects, as initial steps towards digital assessment. A revised leaving certificate applied mathematics specification will be examined for the first time this year. This specification has moved the subject beyond the traditional area of mathematical physics to a broader range of applications of mathematics. The assessment now includes a coursework component that provides students with an opportunity to apply key STEM skills such as engaging in inquiry and analysis. A revised specification in agricultural science was first examined in 2021. Revised specifications in biology, physics and chemistry are at an advanced stage of development and the assessment arrangements for those subjects will include both a final written examination and a coursework component.

The recent changes to specifications in a range of subjects at both junior and senior cycle include an increasing emphasis on the development of higher-order thinking skills and building capacity to apply knowledge in familiar and unfamiliar contexts. The assessment of these subjects also reflects this emphasis. Senior cycle redevelopment will provide further opportunities to embed and build on progress to date by extending the range of assessment components and including the introduction of digital assessment where it can appropriately and feasibly enhance the assessment and learning experience.

The SEC will continue to work in collaboration with the Department of Education, the NCCA and a range of other education partners on the reform and redevelopment of curriculum and assessment at both junior and senior cycle and to ensure the focus is on providing a fit-for-purpose 21st century examinations system that maintains a high level of quality and standards. The objective of the SEC is to provide an examinations system for the future that is fair, equitable and inclusive, in which all students have equal opportunity to participate and achieve, and one that is technology-enabled rather than technology-led. The SEC is committed to playing a central and positive role in the process of curricular reform at both junior and senior cycle. My colleague and I are happy to answer any questions committee members may have.