Standard tests give wrong results
Once again, the announcement was made when schools are closed and the Dáil is in recess.
In 1999, primary teachers were given a revised 'new' curriculum. This aims to provide a holistic education to develop the full potential of every child.
It values subjects that were neglected art, drama, music, social and personal, health education, etc. The implementation process is not yet complete and, to date, only three subject areas have been reviewed. Why then the rush to introduce standardised tests that only favour maths and English?
Why not wait until the full curriculum has been implemented and evaluated with a whole cohort of children?
Why not ask teachers for their views? It seems that technical rationality a mindset that values only what is measurable prevails in neo-liberal, conservative, right-wing Fianna Fáil.
Annual standardised tests such as SIGMA-T and MICRA-T are already being carried out in nearly every school.
These are administered so that teachers and parents can evaluate students' progress and identify high and low-achieving students. It is low-key, non-invasive and, because of this, children in need of intervention do not experience any sense of difference.
I believe the introduction of high-profile national tests will lead to a narrowing of the current broad curriculum.
The minister's statement that teachers "shouldn't teach to the tests" won't matter one whit. When only what is measured is valuable, all other subjects will lose worth. Children who do not score well in just two subjects risk being marginalised. What if they are gifted artists, musicians, actors, dancers?
We risk returning to a 'Three Rs' situation that focuses on mere schooling rather than on education.
In fact, as Ms Hanafin well knows, national standardised testing will introduce de facto league tables.
Her statement that the test results will be used to "guide policies aimed at improving performance" also gives rise for concern.
Colleges of education will no doubt be put under pressure to reduce time "wasted'' on a broad academic education. Renewed emphasis will be put instead on 'training' on skills-based strategies and techniques for 'improving literacy' technical rationality at its most insidious.
The grave outcome of such 'technicisation' and the subsequent deprofessionalisation of teachers will be evident long after Ms Hanafin has retired.
Education would be better served by resourcing schools properly, reducing class size and providing incentives for teachers' professional development.
Mary Roche
Cruachan
Sarsfields Court
Glanmire
Co Cork.
