INCA Education around the world
Ireland : Assessment arrangements
6.4.1 Control
6.4.2 Purpose(s)
6.4.3 Participation
6.4.4 Nature
6.4.5 Administration
6.4.6 Grading process
6.4.7 Consequences
6.4.8 Use of results
6.4.9 Output statistics
6.4 Fourth phase: Upper secondary, age 15 - 17/18 [see 3.2.4]
6.4.1 Control
Leaving Certificate
On completion of post-compulsory upper secondary education, students usually take one of three types of Leaving Certificate, either:
- (the established) Leaving Certificate;
- the Leaving Certificate Vocational Programme (LCVP) (available since 1989); or
- the Leaving Certificate Applied (LCA) (introduced in 1995, and not currently available in all schools).10 (See section 5.4 in addition.)
In other words, the Leaving Certificate examination is held at the end of a two-year course in the senior cycle in post-primary schools. It is the terminal examination of post-primary education. Students normally take the examination at the age of 17 or 18, after five or six years of post-primary education.27
Transition Year
Some students follow a Transition Year programme prior to commencing a two-year Leaving Certificate course. The Department of Education and Skills (DES) does not provide formal certification on completion of the Transition Year programme. However, schools continue to develop appropriate forms of certification to suit their students.10
The Qualifications (Education and Training) Act 1999
For qualifications other than the Leaving Certificate, such as qualifications received as a result of apprenticeships and other types of work-related, vocational or workplace training for students aged 15/16+, the Qualifications (Education and Training) Act 1999 proposed the introduction of a single national qualifications authority to oversee a national post-16 qualifications framework.11 See National Qualifications Authority of Ireland below.
Responsible agencies
National Council for Curriculum and Assessment (NCCA)
The NCCA was established in November 1987. Its brief is to advise the Minister of Education and Skills on matters related to curriculum and assessment for early childhood, primary and post-primary education. The tasks given to the NCCA under the terms of the Education Act 19982 include:
- To improve the quality of education by keeping the school curriculum and the arrangements for assessing students under regular review.
- To advise the Minister on the curriculum for early childhood education, primary and post-primary schools.
- To advise the Minister on the assessment procedures employed in schools and the examination of subjects which are part of the curriculum.
- To advise the Minister on strategies which will assist students to make a successful transition from primary to post-primary school.
- To advise the Minister on the standards of knowledge and skills which students at various age levels should attain.
- To advise the Minister on the requirements as regards curriculum and syllabuses for students with a disability or other special educational needs (SEN).
- To advise the Minister on strategies for the enhancement of the effectiveness in teaching and use of Gaeilge (the Irish language) in schools.
- To promote equality of access to education generally.5
In this context, NCCA is involved in:
- Planning the curriculum, including assessment, by setting out broad policy aims and specific policy objectives, and by drawing up syllabuses or courses of study.
- Consulting with all interests, through the representative nature of the Council itself and through consultative documents, discussion papers, seminars and meetings.
Supporting the implementation of the curriculum, for example, through involvement in in-service training courses and the production of guidelines for teachers. - Reviewing the effectiveness of the curriculum by, for example, monitoring students' performance in public examinations and commissioning research.
- Informing school authorities, teachers, parents, employers and the general public about developments in curriculum and assessment, through publications, public meetings, briefings and the media.5
The Minister for Education and Skills appoints the Members of the Council for a three-year term of office. Currently, there are 22 members in all, coming from the various bodies that represent teachers, school managers, parents, employers and trade unions. Other members include Department of Education and Skills (DES) representatives and nominees of the Minister. In addition, the NCCA has a small, full-time executive, professional and administrative staff, and is assisted by a number of part-time Education Officers. The latter are mainly subject specialists, usually appointed on a secondment basis to the NCCA. The NCCA works in close cooperation with officials of the Department of Education and Skills (DES).5
The work of the NCCA is carried out by a number of specialist committees with the guidance of the Executive. The committees comprise teachers, inspectors, representatives of teacher unions and school managerial bodies, parent and subject associations and higher education interests including universities and other colleges. These committees draw up the syllabus or course for each subject, curriculum area or programme.5
In addition, there are two national agencies specifically concerned with awarding qualifications in the post-compulsory sector; both are funded by the DES. These are the Further Education and Training Awards Council (FETAC) and the National Qualifications Authority of Ireland (NQAI).
The Further Education and Training Awards Council (FETAC) is the successor to the National Council for Vocational Awards (NCVA). It was established on June 11, 2001 under the Qualifications (Education and Training) Act 1999 and is the statutory awarding body for further education and training in Ireland. FETAC makes quality assured awards that are part of the National Framework of Qualifications (NFQ) from levels 1-6. FETAC is responsible for the following:
- making and promoting awards on the National Framework of Qualifications
- determining standards and award requirements
- validating programmes leading to awards
- monitoring and quality assures programmes and services.
More information is available on their website: http://www.fetac.ie/fetac/
The National Qualifications Authority of Ireland replaced the National Council for Educational Awards (NCEA) in 2001. It is responsible for:
- the establishment and maintenance of a framework of qualifications for the development, recognition and award of qualifications based on the standards of knowledge, skill or competence acquired by learners;
- the establishment and promotion of the maintenance and improvement of the standards of awards of the further and higher education and training sector, other than in existing universities; and
- the promotion and facilitation of access, transfer and progression throughout the span of education and training provision.
Further information is available online: http://www.nqai.ie/
The National Framework of Qualifications
The National Framework of Qualifications (NQF) was developed by the National Qualifications Authority of Ireland (NQAI), and launched in 2003. It is a system of 10 levels used to describe the Irish qualifications system. Each of the ten levels is based on nationally agreed standards of knowledge, skills and competence and includes learning from the very initial to the most advanced stages. This learning may be achieved in schools, colleges, at work, at home or in the community.
At each level of the NQF there are different classes or categories of awards, which reflect a mix of standards of knowledge, skill and competence. These 'award-types' enable the learner to build their qualifications at their own pace, and in ways which suit their needs.
There are four classes of award-types:
- Major awards are the main class of award made at a level. Examples include the Leaving Certificate, the Advanced Certificate or the Honours Bachelor Degree. There are 16 major awards in the Framework;
- Minor awards provide recognition for learners who achieve a range of learning outcomes but not the specific combination of learning outcomes required for a major award. These awards allow learners to build up units of learning at their own pace to meet their own needs;
- Special-purpose awards are made for very specific purposes - for example, the Safe Pass certification of competence in health and safety in the construction industry;
- Supplemental awards are for learning which is additional to a previous award. They could, for example, relate to updating and refreshing knowledge or skills, or to continuing professional development.
More information on the NFQ is available from the dedicated website:
http://www.nfq.ie/nfq/en/index.html
State Examinations Commission
The State Examinations Commission was established by statutory order in March 2003. The Commission assumed responsiblity for the operation of the State Certificate Examinations from the Department of Education and Skills from 2003 onwards. The organisation is staffed by civil servants and there are five commissioners appointed by the Minister for Education and Skills. The Commission, working in partnership with school authorities and education providers, deals with the provision and quality of the Irish State Examinations.
6.4.2 Purpose(s)
See section 6.4.7 in addition.
The Leaving Certificate programmes offered during senior cycle education (see 6.4.1) have a particular emphasis on: the preparation of students for the requirements of further education or training, for employment and for their role as participative, enterprising citizens.6
The Leaving Certificate examinations have, as their stated aim, to prepare students for immediate entry into open society, including the world of work, or for proceeding to further education. They are used for a variety of purposes: for example, as an entry qualification for a range of third-level institutions including universities, and as a selection test for entry to many kinds of employment.10
Leaving Certificate (established)
The Leaving Certificate (established) is used for purposes of selection into further education, employment, training and higher education.6
Leaving Certificate Vocational Programme (LCVP)
The Leaving Certificate Vocational Programme (an intervention within the Leaving Certificate (established)) is also used for purposes of selection into further education, employment, training and higher education. In particular, the LCVP aims to foster in students a spirit of enterprise and initiative and to develop their interpersonal, vocational and technological skills.6
Leaving Certificate Applied (LCA)
The Leaving Certificate Applied (LCA) is intended to meet the needs of those students who either chose not to opt for other Leaving Certificate programmes or who are not adequately catered for by other Leaving Certificate programmes. While certification in the LCA is not a qualification for direct entry to third-level courses, students who successfully complete the programme are able to proceed to many post-Leaving Certificate courses.27
The LCA is designed for those not intending to go to third-level education and emphasises key transferable and personal skills.11
Vocational qualifications
Success in a level 2 qualification on the National Framework of Qualifications can provide a route to higher education as well as to employment. See 6.4.1 under the heading 'National Framework of Qualifications' for further information.11
Continuous assessment
In addition, in general, schools continue to set their own internal twice-yearly tests (in December and May) as in the junior cycle (see section 6.3). Prior to the Leaving Certificate examination, the majority of schools also organise internal, formal pre-leaving examinations, with a view to assisting teachers and students to assess their performance levels.10
6.4.3 Participation
The vast majority of students completing senior cycle education (aged around 17/18) take one of the types of Leaving Certificate examinations available (see 6.4.1).
In addition, most students are involved in informal continuous teacher assessment, by school-based tests.
6.4.4 Nature
During both the Transition Year and the two-year Leaving Certificate courses, teachers administer informal, internal tests during the academic year and students progress automatically in other than exceptional circumstances. External examinations are taken at the end of the two-year-cycle or at various stages during the two-year programme in the case of the Leaving Certificate Applied (LCA). Assessment for the Leaving Certificate (established) and the Leaving Certificate Vocational Programme (LCVP) is based on written and, where appropriate, practical examinations, which are terminal. There is currently no school-based assessment component towards the Leaving Certificate courses. All assessment is external.9
Transition Year
Transition Year evaluation is school-based.10
Leaving Certificate (established) and the Leaving Certificate Vocational Programme (LCVP)
Assessment in the Leaving Certificate and the Leaving Certificate Vocational Programme is mainly in the form of written examinations. An assessment of oral and aural proficiency is usually included in examinations in modern languages, and practical and written examinations are also usually included in music, art, woodwork and metalwork subjects.10
Leaving Certificate Applied (LCA)
The LCA differs fundamentally from the two other Leaving Certificate programmes in that assessment is not almost completely terminal. The programme lasts two years and consists of a number of modules and an emphasis on work experience in the community. 44 modules (each lasting 30 hours) must be taken during the two-year programme, and credits are accumulated over four sessions and in final examinations (see below and section 5.4.2 in addition).27
Unlike the two other Leaving Certificate programmes, the LCA is cross-curricular and has a different form of assessment. This includes the accumulation of credits through three distinct and complementary modes:
- Satisfactory completion of (44, 30-hour) modules. In order to be awarded credit, participants must attend the classes and out-of-school activities related to the modules and complete the key assignments related to the module.
- Seven student tasks (one general education task, one vocational preparation task, two vocational education tasks, one contemporary issue task, one practical achievement task, and one personal reflection task). Individual performance in the student tasks is assessed according to specific criteria.
- External examinations. At the end of year two, participants take final examinations in English and communication; vocational specialisms (two); mathematical applications; languages (two); and social education.10, 6
A participant may accumulate a maximum of 200 credits. These credits are allocated on the following basis:
| Credits | Percentages | |
| Satisfactory completion of modules | 62 | 31% |
| Seven student tasks | 70 | 35% |
| Final examinations | 68 | 34% |
| (English and communications, 12 credits) (Vocational specialisms [two], 12 credits each) (Languages [two], 6 credits each) (Social education, 10 credits) (Mathematical applications, 10 credits)6 |
Certification is on the basis of overall performance and has three levels:
- pass (120-139 credits, 60-69%)
- merit (140-169 credits, 70-84%)
- distinction (170-200 credits, 85-100%).6
Continuous assessment
In addition, in general, schools also set internal twice-yearly tests (usually in December and May) in the senior cycle (as in the junior cycle, see section 6.3). Prior to the Leaving Certificate examination the majority of schools also organise formal, internal pre-leaving examinations, with a view to assisting teachers and students to assess their performance levels.10
6.4.5 Administration
The State Examinations Commission is responsible for the operation of all aspects of the established Leaving Certificate, Leaving Certificate Vocational Programme, Leaving Certificate Applied and Junior Certificate Examinations including written, oral, aural and practical components and assessed course work in some subjects. Two million components are examined annually. The individual functions involved in the operation of the examinations include:
- Preparing examination papers and other examination materials.
- Determining procedures for the conduct and supervision of examinations.
- Recruiting contract staff to draft and mark examination components and to superintend at examinations.
- Arranging for marking of work presented for assessment and examinations.
- Issuing examination results.
- Determining procedures to enable the review and appeal of examination results at the request of candidates.
- Charging and collecting fees for examinations.
- Designating places where examinations may be held.
For more information on the work of the State Examination Commission, visit their website: http://www.examinations.ie/
6.4.6 Grading process
Leaving Certificate and the Leaving Certificate Vocational Programme
Student performance in the examinations for the Leaving Certificate (established) and the Leaving Certificate Vocational Programme (LCVP) ('ordinary' and 'higher' courses) is recorded on a schedule of letter grades (where A is high), as set out below:
| A1 (90-100%) | B1 (80-84%) | C1 (65-69%) | D1 (50-54%) | E (25-39%) |
| A2 (85-89%) | B2 (75-79%) | C2 (60-64%) | D2 (45-49%) | F (10-24%) |
| B3 (70-74%) | C3 (55-59%) | D3 (40-44%) | NG (No Grade, 0-9%) |
The Leaving Certificate Applied (LCA)
Assessment for the LCA involves the accumulation of credits (for full details, see section 6.4.4) and the Leaving Certificate Applied is awarded at three levels:
- pass (120-139 credits, 60-69%)
- merit (140-169 credits, 70-84%)
- distinction (170-200 credits, 85-100%).6
6.4.7 Consequences
Transfer to third-level education (higher education) in Ireland is very competitive. Students compete for entry to autonomous third-level education institutions based on points accrued from their results in the Leaving Certificate examinations. In January of each year, students complete application forms ranking their course and institution preferences. When examination results are processed, the grades from a student's six best subject scores, at least two of which must be at higher level, are converted into points. To achieve a place on the most sought after programmes, students' points scores need to be very high. Students with lesser results may be offered programmes further down their preference rankings. Applications for almost all full-time undergraduate courses are made through a Central Applications Office (CAO) (http://www.cao.ie/).
6.4.8 Use of results
General
Under the Education Act 19982 , students aged 18 or over have a right of access to their own school records. The rights of students younger than 18 are exercised by their parents.21
Leaving Certificate
All students successfully completing the Leaving Certificate (established), the Leaving Certificate Vocational Programme (LCVP), or the Leaving Certificate Applied (LCA) receive the Leaving Certificate of the Department of Education and Skills (DES) (awarded by the DES). Participants who leave school before completing any of the three programmes, may receive a 'Record of Experience'.6
The Education Act 1998 allows the Minister of Education and Skills to prevent publication of the overall results in any year of students in a particular school in a particular examination, such as the Leaving Certificate examination. Similarly, the Minister of Education and Skills may also prevent the publication of the comparative overall results in any year of students in different schools in any examination.2
Since the summer of 1999, all students have been able to view their marked examination papers from the Leaving Certificate, the Leaving Certificate Vocational Programme (LCVP) or the Leaving Certificate Applied (LCA). This initiative was originally introduced in 1998 in some subjects and extended to all Leaving Certificate subjects in 1999. When candidates receive their Leaving Certificate results, they also receive notification of the specific day or days on which they can view their marked papers at their school. Candidates then make individual arrangements with their school to view their papers.16
Once they have seen their examination scripts, students wishing to appeal the result can pay the State Examinations Commission to recheck the results of their Leaving Certificate examinations. Rechecking is available to all examination candidates in September of the year in which they took the original examination.10
Inspectors are the main link between the schools and the Department of Education and Skills (DES). Their duties include the inspection and evaluation of teachers, advice on the planning of curricula and the administration of tests and examinations. The Inspectorate does not monitor standards of attainment in a systematic way or report on whether standards are improving or deteriorating. However, since the publication of annual reviews of the Leaving Certificate examinations (see 6.4.1), much greater analysis takes place. The Inspectorate now reviews the levels of success and failure in each subject annually.11
Vocational qualifications
There is no publication of results nationally.11
6.4.9 Output statistics
In 2008/09, 138,715 students between the ages of 15 and 18 were receiving senior cycle education. This is in comparison to 151,160 students in 1998/99.
In 2009, the Leaving Certificate (Established) candidates numbered 46,748, candidates for the Leaving Certificate Vocational Programme numbered 15,084, and candidates for the Leaving Certificate Applied numbered 3,264. 85 86
