Mary Hanafin (Dún Laoghaire, Fianna Fail)

Standardised testing on a systematic basis has great potential to enhance the quality of teaching and learning for our students at classroom level and to provide valuable information for parents about their children's learning. It is clear that test results, provided on a sampling basis, can guide policies aimed at improving performance and combating educational disadvantage.

I agree with the advice of the National Council for Curriculum and Assessment that all pupils should take standardised tests in literacy and numeracy at the end of first class or at the beginning of second class and at the end of fourth class or at the beginning of fifth class, according to the wishes of individual schools.

Important groundwork must be put in place before committing to specific dates for the introduction of requirements in this regard for schools. I am eager that this work be completed as soon as practicable. In that context, I have asked the NCCA to prioritise the preparation of guidelines for schools on developing and implementing a policy on assessment, assessment practice in classrooms and reporting to parents. I understand that this work is at an advanced stage.

I have also asked the council to advance the preparation of exemplars of pupils' work to guide teachers' judgments and summaries based on the curriculum of what pupils should achieve at each level of their schooling. A national report card for recording and reporting data on pupils' attainment is also being developed, as is a national policy on the transfer of information from primary to post-primary schools. In tandem with this work, my Department is exploring potential implementation models, in advance of entering into discussions with the education partners on the matter. The question of providing training to teachers on standardised testing is also an issue that has to be considered in the context of any decision to be made on an implementation date.

My intention is that we will proceed carefully but as quickly as possible to ensure that the recommendations proposed by the NCCA are implemented in a way that has positive benefits for children, parents, teachers and the system as a whole.

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