Sir, – The involvement of teachers in assessing their own students for national certification will change the nature of the student-teacher relationship. While concerns about educational standards and fairness can be addressed by a robust system of cross-moderation and appropriate teacher development programmes, the possible impact of the proposed changes on teacher-student relationships is at the heart of the teacher unions’ disagreement with the Minister for Education.
If the present stand-off is to be overcome, the belief that teacher-based assessment would automatically damage such relationships deserves careful scrutiny. The experience of teachers in systems such as Queensland, Finland and Northern Ireland suggests that such fears are ill-founded.
City of Dublin VEC Humanities teachers who, with the blessing of the TUI, were happy, subject to cross-moderation, to assess their own students’ work in the 1970s and 1980s did not experience such problems.
Strong relationships are built on truth and mutual respect and this is exemplified by assessment practices in higher education. Underperforming students who have just been “testing the boundaries” simply accept their grades and, where necessary, sit the repeats. Those who are genuinely unhappy with their grades exercise their natural right of appeal. Appellants’ work may be reviewed by a third party and those with a valid case are upgraded.
Alternatively, once the reasons for their grade are explained, many students realise that their original grade is based on the fair and professional application of transparent and reasonable criteria. This teaches them to take greater responsibility for their own learning and they become more accepting of professional judgments based on meaningful standards.
In such a respectful environment, student-teacher relationships are normally enhanced rather than damaged. Educators have a responsibility to build professional relationships grounded on respect and truth and the capacity of secondary school students to respond positively when these principles are extended to the assessment of learning should not be underestimated. The earlier they are treated like adults, the sooner they will become independent learners! – Yours, etc,
Prof JIM GLEESON,
Australian Catholic
University,
Brisbane.
Sir, – As a current student about to sit my Junior Cert, I believe that the continual assessment of students by their teachers is a terrible idea. If it is not a cost-cutting measure, and most teachers in Ireland oppose it, then why go ahead with it? – Yours, etc,
JOSH GARVEY,
Foxrock,
Dublin 18.
Sir, – It’s time secondary teachers joined the real world. Self-assessment, self-certification and light-touch regulation have been utilised in our financial, banking and construction sectors for many years and haven’t caused any problems whatsoever. – Yours, etc,
DARA HOGAN,
Greystones,
Co Wicklow.