Continuous assessment by teachers of their own pupils For: Some educationalists say this is is the best way to lift the pressure of the one terminal exam from students.
Teachers, they say, should assess their own pupils , on several occasions during fifth and sixth year and this would account for a good percentage of marks in each subject.
Students are assessed by their own teachers at third-level - so why not at second-level?
Against: Those opposed argue that continuous assessment would undermine the role of teachers as supporters of their students.
There are also concerns that teachers - especially in small communities - could come under pressure from parents and others. Say what you like about the Leaving Cert, but everyone is marked to the same standard - irrespective of their social background. Continuous assessment could undermine the treasured independence of the exam system
Most likely scenario: With the ASTI vehemently opposed to continuous assessment by the pupils' own teachers, an alternative form is likely to find favour. Under this model, external examiners would assess the work of students in all Leaving Cert subjects on, say, three occasions during senior cycle. On an initial basis, about 25 per cent of the marks in a subject would be allocated before the student sits the exam.
Project work:
For: Some say this is precisely what the Leaving Cert needs. More personal initiative by the students and less reliance on rote learning.
Against: The main concern is the fear of plagiarism by students - from the Internet or, more seriously, from other students.Projects work forms part of the much praised course in Civic, Social and Political Education (CSPE) at Junior Cert level. But each year a small number of results are withheld amid allegations of collusion among several students.
Most likely scenario: Still in the melting pot. Many educationalists want to incorporate some element of project work into all Leaving Cert subjects. But this seems unlikely in the short-term.
Credit for sporting, social and other extra-curricular skills
For: Many believe the Leaving Cert tests too narrow a range of skills. Why should students who are outstanding in extra-curricular activities or who have worked on various charitable endeavours not receive some kind of official affirmation.
Against: How would one assess social and sporting skills? Also a danger that affirmation for some students may lower the self-esteem of others.
Likely scenario: No immediate change, but possibly some sort of diploma or other certificate for students with outstanding skills.
