PrimaryOverviewAssessment Guidelines for SchoolsPrimaryAssessment and Reporting > Assessment Guidelines for SchoolsAssessment Guidelines for SchoolsThe launch of the NCCA’s guidelines by the Minister for Education and Science, Mary Hanafin,T.D. on 28th November 2007, in St. Clare’s National School, Harold’s Cross, Dublin 6W marked amilestone in primary education in this country.The Primary School Curriculum (1999) outlines why assessment is important in supportingchildren’s learning, while the new guidelines describe how teachers can use assessment to makelearning more interesting and motivating for children.What can you expect to find in the guidelines?• a variety of assessment methods for gathering information about children’slearning, ranging from child-led methods such as self-assessment andconferencing, to teacher-led methods such as teacher-designed tasks and tests,and standardised testing.• advice to schools on developing, implementing and reviewing their policy onassessment.• advice on the legislative requirements for schools in communicating informationabout children’s progress and achievement.A full copy of the guidelines can be accessed here:Introduction and section 1Section 2Section 3Section 4Appendices and bibliographyAn online browsable copy of the guidelines can be accessed by clicking here.PrimaryAssessment and Reporting > Assessment Guidelines for SchoolsAssessment in the Primary School Curriculum – Guidelines for teachersThe guidelines were disseminated to all primary schools in January/February 2008.Advisory GroupThe NCCA was supported in developing the assessment guidelines by the following people:Prof. Eugene Wall (Chairperson)Ms. Deirdre LyddyMr. Padraig Mac FhlannachdhaMr. Seosamh Mac IonnmhainnDr. Damian MurchanMr. Éamon MurtaghDr. Michael O’LearyDr. Gerry ShielMary Immaculate College,LimerickInspectorate, Department of Education and ScienceInspectorate, Department of Education and ScienceNational Educational Psychological ServiceTrinity College, DublinInspectorate, Department of Education and ScienceSt. Patrick’s College, DrumcondraEducational Research Centre, DrumcondraPrimaryContext for developing the guidelinesFeedback from teachers and parents in Phase 1 of the Primary Curriculum Review (2005) showed thatschools needed much greater information and advice on the process and outcomes of assessment inprimary schools. For example, teachers asked for more detailed advice and support on how to conductassessments (such as teacher observation) including the information to be gathered, recorded andreported, over what period of time and for what purpose. These findings are discussed in detail in areport on the review: Review of the Primary School Curriculum (2005).Additional Material• Assessment in Primary Schools (2005)• Review of the Primary School Curriculum (2005)Assessment and Reporting > Assessment Guidelines for SchoolsPrimaryAssessment and Reporting > Assessment Guidelines for SchoolsPrimary Curriculum Review, Phase 1:English, Visual Arts and MathematicsThe NCCA (National Council for Curriculum and Assessment) gathered data for phase 1 ofPrimary Curriculum Review during the 2003/04 school year. In all, 698 teachers from 170 schoolsresponded to the Review and Reflection Template for Teachers, and groups of children, parents,teachers and the principals from six different schools participated in interviews as part of a schoolcase study. Four key findings were highlighted in the two research strands.The NCCA responded to these findings by working with schools to develop a number of resourcesto support them in teaching and learning. These are summarised below.The English CurriculumFinding: Teachers identified the organisation of the English Curriculum according to fouroverarching strands as a key challenge when planning children’s learning. The four strands werereported to be vague and hard to understand. Findings showed that many teachers had abandonedthe strands or had replaced them with the strand units.Resource: In a direct response to this the NCCA published, Additional support material: Structureof the English Curriculum (2005). This document provides an alternative structure for the EnglishCurriculum with oral language, reading and writing as the overarching strands.PrimaryAssessment and Reporting > Assessment Guidelines for SchoolsInformation for parentsFinding: Parents reported that their engagement with their children’s learning in the home waslimited by the lack of information available to them about learning in primary schools.Resource: In March 2006, the NCCA launched the DVD for parents, The What, Why and Howof children’s learning in primary school. It is available in five languages, English, Gaeilge, French,Lithuanian and Polish. The DVD was distributed to all primary schools in April that year. It isavailable from your local full time education centre (while stocks last) and can also to viewedonline.To support schools in using the DVD with parents, the NCCA has developed an e-booklet, Thewhat, why and how of children’s learning in primary school: Information for parents. The booklet can bedownloaded, customised, photocopied and distributed to parents to accompany the DVD.Methods of teaching and learningFinding: Teachers’ strong ownership of the child-centred theories underpinning the PrimarySchool Curriculum, contrasted with their limited ownership of child-centred teaching and learningmethods. Findings showed that teachers needed much greater exemplification of methods ofteaching and learning with the Primary School Curriculum including:Active learningEnvironment-based learningCollaborative learningDifferentiated learning (particularly in multi-class settings)Higher-order thinking and problem solving.Resource: The NCCA is currently developing a website which will show what teaching and learningwith the curriculum looks like in different class contexts. ACTION (Assessment and CurriculumTeaching Innovation On the Net) will provide a platform for showcasing different teachingmethodologies that can be used with the Primary School Curriculum. Internet video, pod casts,samples of children’s work, samples of teachers’ materials, photographs and various other supportmaterials will be housed on ACTION at www.action.ncca.iePrimaryAssessment and Reporting > Assessment Guidelines for SchoolsAssessmentFinding: Findings showed that teachers required greater advice on using assessment to supportteaching and learning. Although almost 100% of teachers reported using observation at least afew times each week, teachers were unsure of how to record their observations as evidence ofassessment, and how to use their observations to make decisions about teaching and learning.Teachers requested greater advice on the use of different assessment methods and resources andmethods of reporting information about children’s learning to parents.Resources: The NCCA launched the document Assessment in the Primary School Curriculum:Guidelines for Schools in November 2007. In responding to teachers’ requests for information onrecording and reporting children’s progress with the curriculum, the NCCA developed Report CardTemplates for primary schools. In order to help schools with the process of reporting to parents theNCCA also developed leaflets for parents explaining the meaning of standardised test scores.Associated Material• Report Card Templates• Standardised Testing in Compulsory Schooling – Leaflet for ParentsInvitational seminar, The Primary Curriculum in SchoolsAn Evaluation of Curriculum Implementation in English, Visual arts and Mathematics was alsocompleted by the Inspectorate of the Department of Education and Science (DES) in Spring 2005.On May 11th, 2005, the NCCA and the DES presented findings from both reports to the educationpartners at an invitational seminar in Dublin entitled, The Primary Curriculum in Schools.Summary findings from both the NCCA’s review and the evaluation by the Inspectorate, DES,were published in a booklet (September, 2005) and distributed to all primary schools. Click onthe following link to access the booklet: The Primary Curriculum in schools: Insights from CurriculumImplementation Evaluation and the Primary Curriculum Review (Booklet for Schools)PrimaryAssessment and Reporting > Assessment Guidelines for Schools > Reporting and TransferReport Card TemplatesSelect a report card template: Junior Infants to mid-term 6th Class• Template 1• Template 2• Template 3• Template 4• Template 5• Template 6• Template 7• Template 8• Template 9• Complete your report card template.detailed instuctions can be foundbelow in User Guide 1• Print a blank template and handwriteyour reports. User Guide 2• Download and save a blanktemplate, type your reports, thensave and print them.Use the 6th Class Report Card template: End-of-yearGo directly to the 6th Class Report Card TemplateFrom 2014/2015, schools should use this end-of-year 6th Class Report Card. The report cardwas developed to support the dual purpose of reporting to parents and transferring pupilinformation to post-primary schools.The report card is part of the Education Passport materials developed to support schools insharing information about children’s learning with the relevant post-primary schools.• User Guide 1: Saving and printing the 6th Class Report Card template to complete inhandwriting• User Guide 2: Saving and printing the 6th Class Report Card template to complete oncomputer• Completing report cards: Guide for primary teachers Completing the 6th Class ReportCard: Guide for primary teachers[ home ]PrimaryAssessment > Standardised testingStandardised testingStandardised tests are used to measure a child’s reading and mathematical achievement, and todetermine children’s progress in those areas. Information from the tests is important given the vitalrole of literacy and numeracy in enabling children to access the full curriculum.All primary schools are required by the Department of Education and Skills (Circular 0056/2011)to administer standardised tests. Arrangements for standardised testing are set out below.• English medium schools are required to administer standardised testing in Englishreading and Mathematics during the period May/June for all students in 2nd, 4thand 6th classes on an annual basis with effect from 2012 onwards.• Irish medium schools are required to administer standardised testing in Irish reading,English reading and Mathematics during the period May/June for all students in2nd, 4th and 6th classes on an annual basis with effect from 2012 onwards.PrimaryAssessment > Standardised testingSupport materialsInformation sheets forparentsStandardised testing andinfant classesThe information sheets for parents entitled Your Child andStandardised Testing explain the meaning of standardised test scoresand answer other frequently asked questions about standardisedtesting. Separate information sheets for STen and standard score areavailable in a range of languages.In accordance with the Department of Education and Skills (Circular0056/2011) schools should provide parents with copies of theexplanatory information sheet when issuing written reports.Many schools opt to administer standardised tests for children inclasses in addition to 2nd, 4th and 6th. Whole class standardisedtesting is inappropriate for infant classes. The results of whole classstandardised tests are unreliable for children at this early stage intheir learning and development.Click here for more information including suggestions on screeningand diagnostic tests that teachers of infant classes may find useful.PrimaryAssessment > Standardised testingSupport materialsStandardised test analysistool for schoolsMore InformationThe easy to use Excel tool for schools was developed by theProfessional Development Service for Teachers (PDST) andsupports the analysis of standardised test scores. The graphedscores promote discussion and analysis of the whole-school datain support of decisions about actions that may need to be taken toimprove achievement levels.This link takes you to the Standardised test analysis tool on thePDST website.Find out more about standardised tests and how they are part ofa continuum of assessment methods used by teachers in makingdecisions about a child’s progress and achievement. The extract istaken from Assessment in the Primary School Curriculum: Guidelinesfor Schools (2007)Supporting Assessment: Standardised Testing in Primary Schools,Circular letter 0018/2012. Department of Education and Skills,2012PrimaryAssessment > Standardised testing1. Understanding Standard Scores:information for parentsThis information is available in multiplelanguages:EnglishGaeilgePolski中国语言RomânРусский языкFrancaisةيبرعلاPortuguês2. Understanding STen scores:information for parentsThis information is available in multiplelanguages:EnglishGaeilgePolski中国语言RomânРусский языкFrancaisةيبرعلاPortuguêsStandardised testing – parent information sheetsPrimaryAssessment > Standardised testingContext for developing the information sheetsIn July 2004, the NCCA was requested by the then Minister for Education andScience to provide advice on standardised testing in compulsory education. The NCCA ’sadvice presented in Advice on Standardised Testing in Compulsory Schooling (2005),examined different purposes for standardised testing and outlined particular issuesassociated with this method of assessment.The document made recommendations for supporting and promoting good practice inassessment, and for reporting including the development of Report Card Templates forreporting children’s progress to parents.Building on the advice to the Minister, the NCCA included standardised testingas one of a continuum of assessment methods in Assessment in the Primary SchoolCurriculum: Guidelines for Schools (2007). The purpose of the guidelines is to supportteacher’s knowledge and understanding of assessment, and they show how a varietyof assessment methods including standardised testing can be used to supportassessment of children’s progress and achievement, and to extend and enrich theirlearning. The guidelines present examples of how standardised testing can be used forthese purposes using sample activities from classrooms.GUIDELINES FOR TEACHERS28[ home ]ContentsIntroduction 03Section 1 Re-envisioning assessment 06What is the purpose of assessment in the Primary School Curriculum? 07What does assessment involve? 07How has assessment developed sincethe publication of the Primary School Curriculum? 08Section 2 Classroom assessment methods 12Self-assessment 14Conferencing 24Portfolio assessment 30Concept mapping 36Questioning 42Teacher observation 46Teacher-designed tasks and tests 54Standardised testing 60Section 3 A closer look at AfL and AoL 70Gathering assessment information 70Recording assessment information 70Interpreting assessment information 71Using assessment information 71Reporting assessment information 71Section 4 School policy on assessment 76Content of the assessment policy 77Why should children’s learning be assessed? 77What should be assessed? 77When should children’s learning be assessed? 77How should children’s learning be assessed? 78Where should assessment information be recorded? 79How should assessment information be recorded? 79With whom should assessment information be shared? 80How should assessment information be shared with others? 80For how long should assessment information be stored? 80Appendices Appendix AFurther information on classroom assessment methods 84Appendix BPhotocopiable resources 91Appendix CLegislative requirements of schools in relation to assessment policy 95Appendix DRoles of external organisations in supporting children’s learning 97Bibliography 993 GUIDELINES FOR SCHOOLSIntroductionThis document, Assessment in the Primary School Curriculum:Guidelines for Schools, has been developed to support teachers’knowledge and understanding of assessment, and to assist schoolsin developing and implementing an assessment policy. Theguidelines provide examples of how teachers gather informationabout children’s progress and achievement, use this informationto enrich teaching and learning, and report this information to allthose concerned with children’s education.The document contains four sections. Section 1, Re-envisioningassessment, presents two approaches to assessment—assessmentfor learning (AfL) and assessment of learning (AoL). Theseapproaches build on the four purposes of assessment outlined inthe Primary School Curriculum (1999) – formative, summative,evaluative and diagnostic. The section briefly describes AfL and AoLwith further detail provided in Section 3.Section 2, Classroom assessment methods, outlines a range ofmethods teachers use in assessing children’s learning. Descriptionsof how teachers use these methods to support children’s learning,and their own teaching, are also included.Section 3, A closer look at AfL and AoL, compares and contrasts thetwo approaches to assessment. It uses five assessment activities—gathering, recording, interpreting, using, and reporting—to showwhat the two approaches look like in practice.Section 4, School policy on assessment, provides advice ondeveloping the school’s assessment policy. It highlights thelegislative requirements for recording and reporting informationabout children’s progress and achievement.Appendix A presents further information on classroom assessmentmethods to supplement Section 2 with photocopiable resourcesfor some of these methods contained in Appendix B. Appendix Coutlines legislative requirements that affect schools in relation toassessment policy. Appendix D summarises the roles of variousorganisations in supporting children’s learning.
