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1/ I recently asked a question. "Who do we serve?" For me, the answer is clear. We serve the learners. All stakeholders must negotiate an equitable LC pathway this year. For now, from a practical & equity perspective, I think the current DES plan is the most likely, BUT...
2/ To make the DES plan more equitable & less stressful, I think that:
•5 subjects should be counted towards course entry
•The LC fee of €116 should be waived
• @ainehyland's suggestion of more spaces for disadvantaged students is key
•practicals should now be awarded 100%
•5 subjects should be counted towards course entry
•The LC fee of €116 should be waived
• @ainehyland's suggestion of more spaces for disadvantaged students is key
•practicals should now be awarded 100%
3/
•social distancing and a whole-school approach should be observed during exams. The @TUIunion and @astiunion position statements are to be welcomed
•the JC “exams” planned in Sept should be scrapped; this will create unnecessary headaches for schools & pupils
•social distancing and a whole-school approach should be observed during exams. The @TUIunion and @astiunion position statements are to be welcomed
•the JC “exams” planned in Sept should be scrapped; this will create unnecessary headaches for schools & pupils
4/
•the ASTI’s idea of awarding a ‘State Certificate’ to JC students is interesting. To refine that, I would suggest that schools should populate a tweaked Junior Cycle Profile of Achievement showing CBAs, Other Areas of Learning and include attendance, participation ...
•the ASTI’s idea of awarding a ‘State Certificate’ to JC students is interesting. To refine that, I would suggest that schools should populate a tweaked Junior Cycle Profile of Achievement showing CBAs, Other Areas of Learning and include attendance, participation ...
5/ and formative feedback from their Year Head and/or Principal.
After Covid-19, to paraphrase the film title, "We Need to Talk About the Leaving Certificate". To start, @briantdonnellan's suggestions as to how LC could be organised are interesting: https://briantdonnellan.wordpress.com/2020/04/05/leaving-cert-junior-certificate-2020-revisiting-our-options/
After Covid-19, to paraphrase the film title, "We Need to Talk About the Leaving Certificate". To start, @briantdonnellan's suggestions as to how LC could be organised are interesting: https://briantdonnellan.wordpress.com/2020/04/05/leaving-cert-junior-certificate-2020-revisiting-our-options/
6/
•We could look to Belgium, Austria and others who have direct entry to 3rd level and operate matriculation exams for medicine etc.
•We should insist that the NCCA slow down its Senior Cycle reform and...
•We could look to Belgium, Austria and others who have direct entry to 3rd level and operate matriculation exams for medicine etc.
•We should insist that the NCCA slow down its Senior Cycle reform and...
7/ in tandem with that, I think we could establish a Citizen’s Assembly to examine the purpose of the Leaving Certificate & how best to ensure equity with regard to 3rd level progression &the value of the LC as a stand-alone entity for those who simply want a state certificate
8/ I’m against predictive grading. It’s inequitable and statistically suspect, in the sense that it often uses “last year’s” results to fit into a bell curve. It doesn’t take unexpected student progress (i.e. those who kick themselves into action after the mocks!) into account
9/ and places teachers into an invidious position of being students' Pontius Pilate for a high-stakes assessment, unlike the JC, which is a low-stakes assessment. Our neighbours in the UK and NI are unique in their use of predicted grades; they are fraught with shortcomings.
10/
They work against the poorest & most disadvantaged:
https://www.theguardian.com/commentisfree/2019/aug/18/predicted-grades-lottery-work-against-poorest-students-get-rid-of-them
In the UK, only 16 per cent of predicted grades were accurate in 2016. https://schoolsweek.co.uk/a-level-grades-could-prejudice-university-admissions/amp/?__twitter_impression=true
They work against the poorest & most disadvantaged:
https://www.theguardian.com/commentisfree/2019/aug/18/predicted-grades-lottery-work-against-poorest-students-get-rid-of-them
In the UK, only 16 per cent of predicted grades were accurate in 2016. https://schoolsweek.co.uk/a-level-grades-could-prejudice-university-admissions/amp/?__twitter_impression=true
11/
Whilst true that Irish teachers already predict hundreds of grades for LC c'dates wishing to study in the UK, the students actually have to achieve them. Also, a paper by @gillwyness_econ found that 75% of applicants' grades were over-predicted:
https://www.ucu.org.uk/media/8409/Predicted-grades-accuracy-and-impact-Dec-16/pdf/Predicted_grades_report_Dec2016.pdf
Whilst true that Irish teachers already predict hundreds of grades for LC c'dates wishing to study in the UK, the students actually have to achieve them. Also, a paper by @gillwyness_econ found that 75% of applicants' grades were over-predicted:
https://www.ucu.org.uk/media/8409/Predicted-grades-accuracy-and-impact-Dec-16/pdf/Predicted_grades_report_Dec2016.pdf
12/
And whilst also true that schools that use the International Baccalaureate have a predicted grade system, they also have a 282-page guidebook for Assessment, including 5 pages concerning the important topic of moderation. SLARs eat your heart out!
https://www.sac.ie/_site/data/files/users/41/documents/5B89A7153B7F3E23D8AC3C125737A483.pdf
And whilst also true that schools that use the International Baccalaureate have a predicted grade system, they also have a 282-page guidebook for Assessment, including 5 pages concerning the important topic of moderation. SLARs eat your heart out!
https://www.sac.ie/_site/data/files/users/41/documents/5B89A7153B7F3E23D8AC3C125737A483.pdf
13/
And of the other options?
•Cancel the LC? Yes, easy. But what of those students whose only piece of paper is the LC? What would a piece of paper with a harp on it tell a future employer?
•Matriculation? I initially favoured this approach, but is the timeframe is too tight?
And of the other options?
•Cancel the LC? Yes, easy. But what of those students whose only piece of paper is the LC? What would a piece of paper with a harp on it tell a future employer?
•Matriculation? I initially favoured this approach, but is the timeframe is too tight?
14/
•a hybrid LC/matriculation? Maybe. 3 core subjects, 2 chosen subjects and then 1-3 exams undertaken by 3rd level institutes or perhaps a CAT4 at uni?
•a CAT4 instead of the LC? Highly inequitable for a slew of reasons: no accommodations, inequitable to students with SEN...
•a hybrid LC/matriculation? Maybe. 3 core subjects, 2 chosen subjects and then 1-3 exams undertaken by 3rd level institutes or perhaps a CAT4 at uni?
•a CAT4 instead of the LC? Highly inequitable for a slew of reasons: no accommodations, inequitable to students with SEN...
15/
•CAT4s are blind to resilience and work ethic and they also give predicted grades, which could potentially pigeonhole students
•CAT4s are blind to resilience and work ethic and they also give predicted grades, which could potentially pigeonhole students
16/
So, as you can see, I've been thinking a lot about this. It's only my opinion. Decisions will be taken at @Education_Ire level and I, as a Principal, will implement them to the best of my ability. But, after all this is over, we do need to talk about the Leaving Cert.
So, as you can see, I've been thinking a lot about this. It's only my opinion. Decisions will be taken at @Education_Ire level and I, as a Principal, will implement them to the best of my ability. But, after all this is over, we do need to talk about the Leaving Cert.
@accsirl, @NAPD_IE, @JCforTeachers, @PDSTie, @SSEinspectorate, @TeachingCouncil, @global_bcs, @English_BCS, @History_BCS, @McHughJoeTD, @lecheiletrust @ddletb @TUDublin_BN, @DublinGazette, @925PhoenixFM, @Peregrinesgaa, @Blakestown_PE, @BlakestownS, @BlakestownCRC, @HHFC2013
