Skip to content

Children’s School Lives Study: Report 7

Children’s School Lives Study: Report 7

Find out more

Assessing evidence of learning in L1LPs

On completion of a learning programme, students are expected to present evidence that they have successfully been facilitated in accessing and achieving the elements and learning outcomes pursued. The evidence can be presented in any of the forms or media above. Features of Quality, which are the criteria through which the student’s work is assessed, will accompany the evidence of learning. These set out what the evidence should include/convey to demonstrate that the student has successfully met the relevant learning outcome/s. The example of Features of Quality is set out on the next page in the Observation/Assessment Sheet.

Evidence of learning can be generated through a wide range of assessment methods and in a variety of forms. The process through which evidence of learning is generated, gathered and judged is set out in Figure 4.

Sometimes evidence of learning can be captured by someone other than the teacher. It is helpful when others are able to help gather evidence of the student’s learning even (and particularly) if it is demonstrated outside the classroom. This might include a parent/guardian, a therapist, SNA or other professional working with the student. Evidence of the learning observed should be passed to the teacher.

Learning Outcome in focus:


Junior Cycle Teacher Observation/Assessment Sheet

Student name: Sam
Class: Navy
Teacher: Harry

Learning outcomes in focus: L1LPs
Where was the student working? Community


Priority Learning Unit (PLU)

Communication, language and literacy



Developing communicative relationships

Learning Outcome:

Engage in and enjoy a meaningful exchange with a communicative partner.


Priority Learning Unit (PLU)

Communication, language and literacy



Exploring and using

Learning Outcome:

Make a request non verbally.


Priority Learning Unit (PLU)




Measures and data

Learning Outcome:

Participate in a shopping experience where real money is used functionally.


Sam is working within the ‘Becoming Fluent’ stage of the progression continuum for this activity. He uses visual cues to communicate with others. He has practiced communicating his needs in school, and in the community.

Sam likes having choices but needs time to decide. He enjoys being independent.

Assessment Activity: A trip to the shop.

Features of quality: What do you want the students to do?

  • To make a choice of product from a selection of 3 (crisps, ice-cream, apples) using PECS.
  • To give the visual card to an adult independently (teacher/shop assistant).
  • To get appropriate note from wallet to pay for chosen item.

Observations: There is evidence of…

Sam selected a photograph of a green apple when in the local shop from a choice of (Tayto cheese and onion, Brunch and green apple) which were pre prepared.  He needed 3 verbal prompts to with a 1 minute pause between each before handing the card to the teacher.  Sam was given his apple.  He independently took out his money and gave €10 note to the teacher (He also had a €5 note in his wallet).  He waited for change and went back to the bus independently.

Next steps –            Work on making requests to unfamiliar people.

                                Reduction in prompts and time.

                                Rounding up to a lower price to select appropriate note.

Assessment level (Junior Cycle level 1 only):

Tick Current working level

Progression Pathways - Key


E - Experiencing


A –Attending


R - Responding


I – Initiating


AQ - Acquiring

BF  -Becoming Fluent


G - Generalising


Successfully added to the clipboard.