INCA Education around the world
Ireland : Assessment arrangements
6.1.1 Control
6.1.2 Purpose(s)
6.1.3 Participation
6.1.4 Nature
6.1.5 Administration
6.1.6 Grading process
6.1.7 Consequences
6.1.8 Use of results
6.1.9 Output statistics
6.1 First phase: Pre-compulsory, up to 4/5 [see 3.2.1]
6.1.1 Control
Although children in Ireland are not obliged to attend school until the age of 6, well over half of all 4-year-olds and almost all 5-year-olds are enrolled in early childhood education in infant classes provided by state-funded primary schools. Provision for children aged 4-6 is consequently described in the sections of this Archive referring to second phase, primary education (see 6.2). 10
There are no statutory pre-compulsory curriculum and assessment arrangements in place, but in October 2009, the National Council for Curriculum and Assessment (NCCA) launched Aistear: the Early Childhood Curriculum Framework. This framework includes a guide to using assessment to help children progress in their learning and development. 75
6.1.2 Purpose(s)
The guidlines in Aistear: the Early Childhood Curriculum Framework focus on using assessment on a daily basis to help children progress in their learning and development across the framework's four themes. Practitioners are encouraged to collect information over time which provides a record of how the child is progressing in terms of what they understand and can do. They are also advised to use assessment information to think about their practice and to identify how they might improve it. Assessment evidence should also be used to celebrate progress and plan next steps in learning. Assessment at this stage is not meant to be diagnostic, except if identifying children's special needs. 75
6.1.3 Participation
Aistear: the Early Childhood Curriculum Framework is not statutory, but it is designed for children from birth to six receiving education and care in a range of early childhood settings including children's own homes, childminding settings, full and part-time daycare settings, sessional services and infant classes in primary schools. 75
6.1.4 Nature
The guidelines in Aistear recommend five assessment methods: self-assessment, conversations, observations, setting tasks and testing. A combination of these methods will provide the best picture of a child's development.
Adults decide which assessment method is appropriate depending on the child who is being assessed, and which aspects of learning and development are being focussed on and why. In choosing assessment methods, the guidelines advise that the adult should be mindful of the child's background, culture, family contexts and values, languages, abilities, interests and areas requiring support.
Deciding how much and which assessment evidence to document is left to the practitioner's judgement. 75
6.1.5 Administration
Practitioners are encouraged to document assessment evidence recording a child's progress over time. Evidence can include written notes, stories, photos, video footage and samples of their work such as models, paintings and projects.
Assessment details can be stored in a child's learning portfolio, in a practitioner's file or in central files. The child's learning portfolio can take the form of a folder or scrapbook. The practitioner's file is a running record for each child which contains observation notes, conversations with children, parents, and details of events and incidents as they occur. 75
6.1.6 Grading process
Not applicable during this phase, see section 6.1.1.
6.1.7 Consequences
Not applicable during this phase, see section 6.1.1.
6.1.8 Use of results
Much of the feedback on pre-school age children is by word of mouth between pre-school personnel and parents.10
6.1.9 Output statistics
Not applicable at this level.
