Clare Daly (Dublin North, United Left)
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703. To ask the Minister for Education and Skills if she will provide a list of the additional attributes achieved by teachers correcting their own students' work in a classroom, which is not already being carried out, which will improve further the learning experience in each subject at second level, rather than externally marked in the interest of transparency and fairness; her views that there is no appetite for change in the present school population; if further research is required; and if she will make a statement on the matter. [14276/15]

Jan O'Sullivan (Limerick City, Labour)
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The participation of all teachers in the assessment process, as envisaged in the new Junior Cycle, will lead to teachers developing a range of competencies which will support the quality of their teaching and learning.

For example, as the assessment will involve measuring student achievement against the specification objectives, teachers will develop a deeper knowledge and understanding of these objectives. This will in turn lead to a greater emphasis on learning outcomes and help balance the current emphasis on content, which can often be the focus of teaching.

There will be a greater emphasis on skills development in the teaching and a recognition of student achievement in this area which will be rewarded and reported on, not only to students but also to their parents. Their progress will be recorded and feedback provided.

Teachers' understanding of standards will also improve, as assessment will be carried out with reference to exemplars of standards at different levels of performance. In assessing the work of their students against these nationally agreed standards, teachers will be able to identify gaps in learning and focus their teaching in addressing such identified deficits, as students progress through junior cycle.

There will be ongoing professional dialogue with other subject specialist colleagues as part of the assessment process. This will happen in each school through their participation in the Subject Learning and Assessment Review meetings. Such dialogue, sharing and constructive analysis amongst colleagues will further reinforce teachers' understanding of standards and lead to the sharing of good practice amongst teachers.

Teachers will not be on their own. There will be a comprehensive programme of continuing professional development provided by the Junior Cycle for Teachers (JCT) support service to assist them in this new approach.

Furthermore, to ensure standards are maintained from school to school, an external check on the descriptors awarded for achievements in school-based assessments used in reporting to students and parents will be provided by a new Support Service for Assessment and advice given where necessary.