Jen Cummins (Dublin South Central, Social Democrats)
Link to this: Individually | In context

262. To ask the Minister for Education and Skills if she is aware that private entities are offering online grinds to prepare for standardised tests at primary school level; if she will take steps to prohibit such practices as they inhibit the function of, and rationale for, State testing. [26691/25]

Helen McEntee (Meath East, Fine Gael)
Link to this: Individually | In context

I am aware from Standardised Testing in English Reading and Mathematics in the Irish Primary School: A Survey of Irish Primary Teachers (May 2019) that ‘receiving grinds prior to standardised testing was reported to be a reality in Irish primary schools, albeit at a relatively low incidence’.

This suggests that, for some parents, there remains a high level of concern about their child’s performance. It highlights the ongoing need to communicate clearly that, while standardised testing has value, it should not be seen as more important than the broader range of assessments that teachers conduct during everyday classroom learning.

To help reduce pressure and anxiety associated with standardised tests, it is crucial that teachers have a sound understanding of how these tests should be used, including awareness of key concepts such as test validity and measurement error. With this understanding, teachers are well placed to support pupils and to guide parents in interpreting test results appropriately as one part of a much wider picture of a child’s learning and development.

In support of this, the Department issues an annual circular, Information in relation to Standardised Testing and Other Matters, which includes explanatory materials for parents/guardians on how to interpret standardised test scores. Schools are encouraged to share this information directly with families.

In addition, plans are in place to further strengthen communication efforts with schools and parents. These include direct engagement with schools and parent organisations with the promotion of existing resources and guidance materials that help explain the purpose, limitations, and appropriate interpretation of standardised test scores. The aim is to ensure that parents understand these tests as just one part of a broader assessment picture, thereby helping to reduce unnecessary pressure and anxiety.