Uso del modelo en simulación de la operación

Boud (2000) reasons that ‘as members of a discipline, a profession or an educational institution we follow the norms of practice with which we are familiar’ and in an assessment context, we are most familiar with summative assessment practices (p.160). However, he argues that assessment has a multi-faceted duty including the assessment

of learning and assessment for learning, focusing on immediate tasks and on the

implications for life-long learning (e.g. self-assessment), and addressing the process of learning and domain of subject content (p.160).

Much discourse on assessment focuses on the use of assessment to support teaching and learning and how assessment information is used to provide information on the quality of schools. The focus on academic achievement and performance accountability is deeply rooted in Irish education. The comprehensive Madaus and McNamara report (1970) suggested that the examinations at the end of second level education were not fit for purpose and that they weakened the potential to generate ‘intellectual curiosity, the joy of discovery, involvement in intellectual issues’ (p.135). However, it is only in recent times that the Irish educational landscape has begun to change. Formal assessment in second level schools today involves two examination diets; the Junior

69

Certificate examination at the end of three years in second level education and the Leaving Certificate examination at the end of senior cycle12.

The Economic and Social Research Institute (ESRI) longitudinal study conducted by Smyth and her colleagues from 2005-2011 (Smyth et al. 2007; Smyth 2009; Smyth et

al. 2011, and Smyth and McCoy 2011) significantly influenced curriculum and

assessment reform in Ireland. The experiences of over 900 students in 12 case-study second-level schools in Ireland were recorded over the six years from their entry to the junior cycle (approximately 12-15 age) to their leaving the senior cycle (approximately 16-18 age). The research involved an analysis of survey data, in-depth interviews with the students (including early leavers) and supplementary accounts from their parents and school staff.

Evidence shows that many first year students do not make progress, second year students reportedly became disengaged and third year students’ experiences tend to be ‘dominated’ by the Junior Certificate examination (Department of Education and Skills, DES 2012, p.v). By third year, ‘the focus of learning narrows, the emphasis is on rote learning and for many students, the examination does not lead to positive learning experiences and outcomes’ (DES 2012, p.v). Similarly, the Smyth et al. (2007) report concludes that the Junior Certificate examination sets ‘the tone for student experiences in a number of ways: the teaching methods used, the amount of work assigned to students and teacher expectations, the use of private tuition (“grinds”), and student perceptions of school climate’ (Smyth 2009, p.3).

The now former Minister for Education (DES 2012, p.v) clearly took the professional and research-based evidence on board as significant curriculum and assessment changes are being introduced in junior cycle education on a phased basis from September 2014; the overall goal of which is ‘to improve the learning experiences of students’ (DES 2012, p.v). The reforms propose a sea-change in the nature of second-level education in Ireland and involve phasing out elements of the traditional Junior Certificate and implementing in its place, a school-based model of assessment.

12

Senior cycle involves a period of two or three years of study. Schools can offer an optional Transition Year between junior cycle and senior cycle education.

70

Smyth et al. (2011) also report on the effect of the Leaving Certificate on students’ learning experiences. Senior cycle education reportedly is ‘characterised by greater use of teacher-led instruction, with an emphasis on “practising exam papers” and doing homework’ (p.xvi). They note that ‘learning for the exam’ was the key focus (p.xvii):

Those with high aspirations, become more instrumental, focusing on what is likely to ‘come up’ on the examination paper, and expressing frustration with teachers who deviate from the curriculum to provide broader educational experiences. (Smyth et al. 2011, p.xx)

In a home economics context, this suggests that deviating from the curriculum in order to address broader subject goals would be frowned upon. The Smyth et al. (2011, pp.xx- xxi) study concludes that:

The Leaving Certificate tends to narrow the range of student learning experiences and to focus both teachers and students on ‘covering the course’. Such a focus would appear to be at odds with the kinds of flexibility and critical thinking skills needed for young people to flourish in a constantly changing world.

Furthermore, the examination is a cause of ‘significant levels of stress’ as it is perceived to be ‘a very “high stakes” exam’ (p.xvii). ‘Much of the ‘stress is a result of constant reminders from teachers about the exams and the expectations of their parents’ as well as ‘their own desire to do well and fear of not securing the course or college they prefer’ (p.xvii). Similarly, Looney (2006) acknowledges that the Leaving Certificate is a high- stakes examination and ‘gateway’ qualification, which has a ‘towering presence’ on the educational landscape (p.349). Earlier in 1999, The Commission on the Points System13 brought to light the impact of the system of selection for third-level entry on learning, teaching and assessment. A number of ‘damaging effects’ came to light in the report such as the:

negative impact on students’ personal development; choice of subjects by students to attain the highest levels of points for entry to third-level education; a narrowing of the curriculum arising from the tendency to teach to the examination rather than to the aims of the curriculum; and an undue focus on the

13

The points system is a selection system for third-level education. Entry into courses is based on the results of Leaving Certificate examinations and the total number of points accumulated by students. A ‘points’ score is allocated to each grade awarded in the Leaving Certificate. For example, A1 = 100 points, A2 = 90 points, B1 = 85 points and so on (CAO 2014).

71

attainment of examination results. (Commission on the Points System 1999, p.46)

The National Council for Curriculum and Assessment (NCCA) sought to address the recommendations of the report of the Commission on the Points System and the ‘unresolved curriculum and assessment issues’ (NCCA 2002, p.2). The review of senior cycle education is continuous and ‘some of the important features of this work includes the development of key skills and new ways of assessing’ (NCCA 2014, webpage). However, Smyth and McCoy (2011) argue that reform and making an appreciable difference to student outcomes ‘will ultimately depend on the extent to which principals and teachers are supported in acquiring the skills to develop their practice’ (p.20). Moreover, they argue that the progression from a ‘richer and engaging learning experience to a narrower one focused on a terminal exam’ (from the new junior cycle to the senior cycle programme) needs to be further addressed and ‘even though assessment approaches will become more varied at junior cycle, the high-stakes nature of the Leaving Certificate will (continue to) have a “back-wash” effect’ (p.18).