Mary Hanafin (Dún Laoghaire, Fianna Fail)

I have made no decision as regards the systematisation of testing in primary schools. In response to a request from my predecessor, the National Council for Curriculum and Assessment is currently preparing advice on issues relating to standardised testing for pupils during their compulsory schooling. It is my intention to defer decisions until I am fully informed regarding the potential and the limitations of standardised testing and until I have explored the range of options available. The advice of the NCCA, which I expect to receive before Easter, will help to shape my thinking. I understand the formulation of the NCCA advice is at an advanced stage.

My approach will be to weigh the benefits to pupils, parents, schools and the system against the costs in terms of the inputs required and the consequences that are likely to result. This will involve consultation as well as intensive listening and reflection on my part.

There is widespread acceptance of the value of standardised tests as one of a range of modes of assessment to help teachers make more informed decisions in relation to the instruction of pupils, to inform parents of pupils' progress and to provide information relevant to the identification of pupils that may require additional support. The fact that more than 95% of our primary schools use standardised tests is testimony to the value our teachers ascribe to them. In light of this, it seems desirable that all pupils and their parents should have the same entitlement to avail of standardised tests and to derive the benefit of the judicious use of their results.

The tests can provide valuable information for teachers, principals and boards of management when engaging in a self-evaluation process. There is also a need to develop systems that will provide my Department with more regular information regarding progress and standards. Notwithstanding the benefits of standardised testing just outlined, it is understandable that any move to systematise their use can give rise to fears and concerns. There will be no question of requiring all pupils in certain classes to take a standardised test on one day. It is not my intention to use the results of standardised tests as a stand-alone criterion to determine the allocation of resources to individual pupils and individual schools, to measure the effectiveness of individual teachers and schools or to compile school league tables. The intention is to develop a considered and balanced policy on standardised testing. It should contribute to the current information deficit on the quality of the education system and support parents, teachers and schools in their efforts to make pupils' learning experiences as fruitful and as beneficial to their needs as possible.

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