Enda Kenny (Mayo, Fine Gael)
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Question 112: To ask the Minister for Education and Science when standardised testing at primary level will be introduced; and if she will make a statement on the matter. [32714/05]

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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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.

Olwyn Enright (Laois-Offaly, Fine Gael)
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These proposals were initially announced by the Minister's predecessor, Deputy Noel Dempsey, over a year ago. The Minister has outlined what she intends to do but has not given indications of a timeframe for completion of this project.

I agree that standardised testing is important, but we need to know the base line skills of children, particularly when they are moving on to second level. The release of information in schools could be guided by standardised testing and pupils' baseline skills coming into the system.

There is much concern about how the timeframe will work and not having the test on the one day so that it does not appear like the 11 plus, which would put pressure on children at too young an age. Will the Minister address these issues? When will the testing begin? I am aware it happens in schools on a less formal level but when will the actual standardised testing begin in schools?

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I cannot see information from standardised testing being used in any way on the release of information. Information from standardised testing should be used for the benefit of children as learners and for the benefit of teachers. This information should be given to parents who could guide policy at national level, perhaps as a sampling basis. I would never envisage a situation where schools would be required to give information about the results of the standardised testing. I referred the matter to the NCCA for its collective advice. It was on foot of this that it suggested the two class years, at the end of first class and the beginning of second or at the end of fourth class and the beginning of fifth etc. It is important that decisions are made by local schools. The last thing we want is to have a national day of standardised testing for seven year olds, but it will be school based.

There are issues that must be overcome. We discovered that schools are using 22 different tests and information is neither being collated nor used in a proper way. Obviously teachers need to be trained in dealing with the issue. We also need to ensure there are tests which are appropriate for gaelscoileanna, for which there are none at the moment. There must be examples which teachers could use. As soon as the NCCA gives me its final advice — it is at an advanced stage — I will be able to proceed with the training of teachers. I intend to move on the issue as soon as I get co-operation from the partners.

Finian McGrath (Dublin North Central, Independent)
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On standardised testing, does the Minister agree that there appears to be an obsession with testing rather than genuine assessment in regard to primary school children in particular? Does she agree that if we go down the road of other countries, teachers will spend their school day, which in primary schools is approximately five hours per day, writing up reports, carrying out assessments and doing tests rather than providing quality teaching time, and that no attempt should be made to reduce that teaching time within the school day?

When we talk about standardised testing and assessment of children, is she aware that there are children in estates throughout the country, including in my constituency of Dublin North-Central, where 52% of children are not even ready for primary school? From day one, when they enter the primary school system, they are already years behind. Will the Minister focus the extra resources and attention on these children in these areas? When dealing with the issue of standardised testing, she should encourage teachers and parents to focus on reading and literacy as a major priority. She should focus the resources on early childhood education.

Séamus Pattison (Carlow-Kilkenny, Labour)
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I remind the House that supplementary questions are limited to one minute.

Finian McGrath (Dublin North Central, Independent)
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I apologise, a Leas-Cheann Chomhairle.

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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I understand that approximately 90% of primary schools are already using some form of testing. We are aiming to ensure that teachers will use the test for the benefit of children, teachers and parents, and for the learning experience of children, not with a view to imposing further tests on children. At the moment, a number of different means are used for assessment. This will be one of them in a school context. Homework, for example, is a way of assessing children. Teachers say that the most obvious way to assess a child's knowledge and ability is observation, whereby they are able to witness the child's progress in the classroom, which is what teachers are trained to do. However, they are looking for further help and support in this regard.

On early education, it has been proven that children from disadvantaged areas, in particular, depending on their family's literacy level, can benefit most from early education. This is why, under the new action plan for disadvantage, the DEIS programme, there will be an expansion of the number of areas which will be included in an early education programme to ensure these children can be prepared for school.

Jan O'Sullivan (Limerick East, Labour)
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Where children are found to be very much below the average on these tests, will the Minister provide for some fast-track support system to give these children intensive support to bring them up to the average level? If there is no such support, the standardised testing will not achieve much for individual children who have difficulties.

Mary Hanafin (Dún Laoghaire, Fianna Fail)
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One of the benefits of putting in place in every school in the country special needs resource learning support teachers is that these facilities are now in place. By having these tests, teachers will be able to identify more accurately and more quickly the children who need extra support and, therefore, they will be able to refer them to the resource teacher who will be present in the school. This means the needs of the child will be met quickly without having to depend on psychological reports.