Assessment, as part of the tested curriculum, plays an important role internationally in certifying student achievement in secondary education. Following global trends, a recent reform of Junior Cycle curricula (lower secondary level) in Ireland introduced school-based assessments (SBAs) alongside traditional state examinations. Known locally as Classroom-Based Assessments (CBAs), they are part of a ‘dual assessment’ system, combining centralized examinations with non-certified assessments conducted by teachers. This study examines the perspectives of mathematics teachers towards these changes in their subject. An online survey, using a nonprobability sampling method, collected 196 responses. While certain advantages were identified, including the promotion of independent learning and the incorporation of real-life applications, the findings also reveal persistent concerns among mathematics teachers regarding the introduction of CBAs. Key challenges include the significant amount of class time required, limited student engagement, and the potential to exacerbate existing student inequities. These concerns raise important questions about the ongoing implementation of CBAs in their current format within the Junior Cycle Mathematics Specification (JCMS). The findings are also considered in relation to broader international debates on curriculum and assessment reform, highlighting common challenges and enhancing understanding of how policy initiatives are interpreted, mediated, and contested across educational contexts.
Prendergast et al. (Wed,) studied this question.