Rationale for the Classroom-Based Assessments (CBAs) in MFL

Over the three years of junior cycle, students will have many opportunities to enjoy and learn the
target language across the strands. They will engage in language activities and tasks to

• communicate in the target language for meaningful purposes
• deepen their awareness of how the target language works
• gain insights into the target language culture/s.

Through these activities they will develop knowledge, understanding and skills in language, culture and literacy, thereby achieving the learning outcomes across the strands.
Junior Cycle MFL MFL
Modern Foreign Languages will have two Classroom-Based Assessments across second and third year of junior cycle education. The two Classroom-Based Assessments are distinct markers in the student’s learning journey, while still being an integral part of ongoing assessment and routine classroom practice. In this way they are similar to the formative assessment that occurs every day in class. However, in the case of the Classroom-Based Assessments, the teacher’s judgement is recorded for the purpose of subject learning and assessment review, and for the school’s reporting to parents and students. Over the three years of junior cycle, students will be provided with many opportunities to communicate in the target language using the four modes of communication. As a result, they communicate with increasing independence, confidence and creativity. Classroom-Based Assessments will provide an opportunity for students to:

• communicate with confidence in the target language
• deepen their awareness of the link between languages and cultures
• research information on the target language countries and associated cultures
• collaborate with others on creative tasks
• express their unique personalities and interests
• make their own choices
• recognise, appreciate and celebrate their progress and achievements.