Short Courses

An Overview of Assessment for Junior Cycle

Assessment

In short courses, as with other curriculum components, the main purpose of assessment is to support student learning. Assessment is both formative and summative. Assessment approaches which are recommended for formative assessment are:

 

In formative assessment, students can be supported and challenged to improve their learning using the success criteria for the different tasks. Assessment approaches which are recommended for formative assessment are:

  • Sharing learning intentions

  • Developing success criteria

  • Students reflecting on their learning

  • Effective questioning

  • Formative feedback

  • Peer and self-assessment

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Effective ongoing assessment can:

  • Encourage and challenge students’ learning

  • Motivate and engage students

  • Help planning for next steps in teaching and learning

 

The NCCA will shortly be adding to the ‘Assessment and Moderation Toolkit’, which will include examples of a variety of approaches to formative assessment, and is available here

 

Details of potential summative assessment tasks are included in the ‘Assessment and Certification’ section of each short course. These tasks may be used for certification and/or reporting purposes. With regard to summative assessment for certification purposes, the following points are relevant

  • Assessment will be school based

  • No more than two assessment components can be submitted for certification purposes

  • All assessment tasks for certification purposes must take place in second and third year

 

It is notable here also that Schools may choose to incorporate short courses into their junior cycle programme either for certification purposes or not for certification, they may include short courses as other learning experiences.