For tens of thousands of students, the release of Junior Cycle results on Wednesday is an important milestone. Their first State-certified examinations are a way-marker for progress at second level. It is also a telling moment for the education system. It is just the second year in which students have been assessed across all subjects under the reformed Junior Cycle and a timely moment to weigh the successes and challenges of this.
Junior Cycle reforms were initially hailed as a transformational step toward modernising our educational system. They aimed to replace the traditional emphasis on terminal exams with a broader and more student-centred approach which focused on skills, critical thinking and inquiry-based learning.
Teachers’ unions, who opposed assessing their own students for a State exam, resisted the planned reforms. In the end, the written June exams survived, but in watered-down form, along with classroom-based assessments.
It is early days in determining the impact on teaching and learning. However, the latest research by academics at the University of Limerick points to some promising outcomes. Students appear more confident communicating in class and better able to take responsibility for their own learning. However, there are concerns among principals and teachers over a “misalignment” between junior and senior cycle. In addition, there is evidence that classroom-based assessments are in some cases a source of anxiety among students and staff. On a more positive side, the review found teacher collaboration, professional conversations and the language teachers acquired to talk about learning appeared to have developed.
To maintain momentum, continued investment in teacher training and assessment practices is vital. A constructive dialogue that involves teachers, parents, students and policymakers is important to address any flaws. A successful Junior Cycle can lay solid foundations for senior cycle reform and the promise of a more inclusive, innovative, and effective educational system.