Rónán Mullen (Independent) | Oireachtas source

In the light of the fact that the talks aimed at resolving the dispute over the planned new junior cycle collapsed after the Teachers Union of Ireland rejected a compromise offer from the Minister for Education and Skills, it is appropriate to reconsider the issue of junior certificate reform. We have already seen a major change in policy on the part of the Minister. Her predecessor wanted to abolish the junior certificate programme in its entirety, but she suggested the State examination at the end of the third year contribute 60% of the junior cycle marks, with the remaining 40% being awarded for project or portfolio work during second and third years. The 40% element of the course is based on a form of continuous assessment. Most teachers remain opposed to evaluating continuous assessment of project work done by their own students, as envisaged by the Minister. We should bear in mind that teachers already assess their students all the time in preparation for the more objective State examinations. However, teachers with whom I have spoke expressed concern that the plans to have them correct project work were based on cost cutting considerations. I share these concerns and think we cannot risk the integrity of the State examination system out of considerations of cost. The reasonable middle ground which ought to be considered is that project or portfolio work comprising 40% of the junior certificate marks be graded by external examiners rather than classroom teachers in the interests of anonymity and fairness. As far as possible, this should involve an element of oral examination. Although the State examination system has many flaws, its outstanding advantage is the absolute anonymity afforded to students who can rest assured their work will be graded on its merit alone. I agree with Senator Gerard P. Craughwell on the importance of vocational education. That is not in dispute in anything I am proposing. The simple fact is that continuous assessment and anonymity are not mutually exclusive. We can recognise the value of limited continuous assessment in the junior cycle while retaining the anonymity that benefits students. We owe this to teaches because otherwise they will be put under enormous pressure by parents and students. We owe it to students that they can be confident that their work will be marked objectively and on its merits.