Clare Daly (Dublin North, United Left)
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781. To ask the Minister for Education and Skills if she will list the additional attributes for students which would be achieved by teachers correcting their own students work in a classroom which is not being carried out which would improve further the learning experience in each subject at second level; and if she will make a statement on the matter. [1068/15]

Jan O'Sullivan (Limerick City, Labour)
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What is assessed is valued; school based assessment promotes a learning culture in schools. It recognises and rewards skills which cannot readily be assessed through externally assessed written final examinations. It encourages teachers to collaborate and provides a forum for discussing and sharing good practice and resources that enhance the quality learning and teaching.

School based assessment enables teachers to shine a light on the unique talents and skills of students, it enables teachers to differentiate the learning, tailoring it to the unique ways and needs of their students. School-based assessment leads to the setting of more meaningful tasks that relate directly to what is learnt. Ultimately it creates opportunities for the student to succeed. School-based assessment enables students to make considered decisions about their work, in natural and comfortable conditions and in their own time. This helps students to illustrate what they know and are capable of achieving in normal conditions. It allows for a much more rounded picture of student achievement to emerge.

In the context of an external examination, many teachers have experiences of their best students or a student that has worked exceptionally hard receiving a grade that is neither representative of their ability nor indicative of their potential. This grade, a once off judgement, fails to capture the richness of that student's contributions to class discussions, their willingness to help less-abled students, the hours they spent putting projects together, their ability to ask challenging questions and to engage critically. It fails to do justice to the three years of hard work, commitment and dedication that the student exemplified. It concentrates on the performance in one exam rather than on the process of learning.

An external terminal exam, such as the Junior Certificate, can impact not only on students' learning but also on the way teachers' teach. It can lead to teaching to the rest. An external terminal exam takes place at the end of a period of learning and only provides limited information about students' competences when they have already finished the Junior cycle Programme.

The benefits of having teachers assess their own students' work, is based on a range of international research findings. Assessment should assist students in the quality of their learning and not be regarded as the end point. Assessment is not about "proving" but about "improving" learning outcomes. Research shows that unless assessment changes, nothing else will.

My November proposal includes a combination of both types of assessment. There will be a final exam worth 60% and 40% will be awarded for school based assessment. The State Examination Commission will check 10-15% of the school based assessment to ensure consistency and fairness.