Assessment and Reporting

Assessment and reporting are central to the Wellbeing area of learning in post-primary schools from September 2017. Please click into the relevant section below to access information and resources in relation to either Assessment or Reporting.

  • Assessment arrow_drop_down
    Assessment of Wellbeing in Junior Cycle

    Assessment in the Wellbeing area of learning is informed by the Framework for Junior Cycle 2015 and the Junior Cycle Wellbeing Guidelines

    Assessment should have as its primary purpose the support of student learning (Framework for Junior Cycle 2015, p.35).  Assessment in Wellbeing is focused on gathering evidence of students' learning about and for wellbeing.  It is expected that most of the assessment activities in the area of Wellbeing will be clasroom based and formative in nature. (Junior Cycle Wellbeing Guidelines 2017, p.72)

    The six wellbeing indicators provide an overview of the knowledge, skills and attitudes that students are moving towards achieving in support of their wellbeing. 

    Assessment Terms and Acronyms
    Assessment Terms and Acronyms Assessment Terms and Acronyms
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    Indicators - Common Language
    Indicators Indicators
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  • Reporting arrow_drop_down
    Reporting in Junior Cycle

    Learning in Wellbeing will be assessed by the students' teachers and reported on to students and parents guardians during junior cycle and in the Junior Cycle Profile of Achievement (JCPA) (Framework for Junior Cycle 2015, p.42).

    There are two elements to reporting in Wellbeing:

    1. Reporting which takes place in first and second year and;
    2. Reporting which takes place through the JCPA at the end of third year.
    Reporting in First and Second Year

    The Junior Cycle Wellbeing Guidelines highlight the following principles for rerporting at junior cycle.

    Reporting should:

    • encourage genuine engagement with parents 
    • provide opportuntities for students through feedback to reflect on their learning and contribute to the reporting process
    • value the professional judgements of teachers
    • use the language of learning
    • clearly communicate students' learning
    • provide information on a broad range of achievement
    • be sensitive to the self-esteem and general wellbeing of students and take an inclusive approach.

    Formal reporting on Wellbeing is designed to compliment other informal reporting opportunities including parent-teacher meetings, teacher-student dialogue and other home-school written communications. (Junior Cycle Wellbeing Guidelines 2017, p.73)

    Reporting in the Junior Cycle Profile of Achievement (JCPA)

    At the end of junior cycle, schools will use templates provided for the JCPA. If schools choose to include short courses these will be recorded in the 'Short Courses' section of the JCPA. This will include the Classroom-Based Assessment (CBA) associated with the short course.

    Schools could also report on students' learning in Wellbeing in the section of the JCPA called 'Other areas of learning'. This could be used to report on areas of learning beyond subjects and short courses. In time, this may also include a student comment on their learning in Wellbeing.