5.1Introduction
Guidelines for assessment of the course are specified as follows.
- Assessment of the course for Junior Certificate is based on the following general principles:
- candidates should be able to demonstrate what they know rather than what they do not know;
- examinations should build candidates' confidence in their ability to do mathematics;
- full coverage of both knowledge and skills should be encouraged.
- Written examination at the end of the Junior Cycle can test the following objectives (see section 1.3): objectives A to D, G and H, dealing respectively with recall, instrumental understanding, relational understanding and application, together with the appropriate psychomotor (physical) and communication skills. Other objectives are not currently assessed through the written examination.
- In interpreting the objectives suitably for students at each level, the aims of the relevant course should be borne in mind (see section 2.2, 3.2, or 4.2, as appropriate)
5.2Design of examinations
These guidelines lead to the following points regarding the design of examinations.
- The choice of questions offered should be such as to encourage full coverage of the course and to promote equity in the tasks undertaken by different students.
- Each question in each paper should display a suitable gradient of difficulty.
Typically, this is achieved by three-part questions with:
- an easy first part;
- a second part of moderate difficulty;
- a final part of greater difficulty.
With regard to the objectives, typically:
- the first part tests recall or very simple manipulation;
- the second part tests the choice and execution of routine procedures or constructions, or interpretation;
- the third part tests application.
Typically also, the three parts of the question should test cognate areas.
- Questions should be grouped by broad topic so that students encounter work in a familiar setting; but it is not intended that the same subtopic should always appear in exactly the same place in the paper.
- In formulating questions:
- the language used should be simple and direct;
- the symbolism should be easily interpreted;
- diagrams should be reasonably accurate, but in general no information should be communicated solely by a diagram.
5.3 Grade criteria
Knowledge and skills displayed by the students can be related to standards of achievement, as reflected in the different grades awarded for the Junior Certificate examinations. For details pertaining to grade criteria, see Guidelines for Teachers.