Assessment in our School


All Day, Every Day

For us, assessment is in the all day, every day. Assessment is in support of learning; it shows an understanding of where the student is at on their learning journey and gives information in terms of student readiness to proceed in their learning. As professionals, we are guided by our subject specifications and assessment guidelines. In line with the Framework for Junior Cycle
(2015), we have a balanced approach to formative and summative assessment. Observation, questioning, meaningful feedback and reflection all combine to move the learning forward. In order to provide feedback to students on their learning, and to ensure we are in a position to make a professional judgement on student progress, we need to gather evidence of the learning. As we plan for teaching, learning and assessment, we reflect on the intended student learning and design experiences to support this. This includes assessment as we consider if the assessment supports student learning, informs us of the progress being made and equips us with the information / evidence needed to guide students in their next steps.

Assessment can take many different forms as we plan to support students in demonstrating their learning. In order to ensure meaningful learning and feedback, the richer the task the richer the learning and feedback.

When it comes to capturing the learning, an assessment moment will usually involve a task, or a series of tasks, in the unit of learning and not necessarily at the end. Tasks typically capture the intended student learning in the unit of learning. We call these ‘Learning Checkpoints’ with the students. Tasks are generally accompanied by success criteria and explained to, or co-created with, the students.

There is no percentage grading system. Students receive regular detailed feedback on their learning based on observation of activities and tasks. Be sure to record any observations you make in the ‘Teacher Only’ section of OneNote.

Students are introduced to CBA descriptors in the second half of second year and CBA descriptors are only used to report on CBAs. CBAs are a reflection of normal classroom practice and allow students to showcase their learning.

We want our students to be focused on the process of learning, to develop their growth mindset and positive identity as a learner as is appropriate to their stage of learning.

Firhouse ETSS,
C/O Firhouse Community College,
Dublin 24,
D24 HY03

01 961 8199

Educate Together
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