Junior Cycle Home Economics

Guidelines for the Classroom-Based Assessments

January 2019 0
March 2018

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Contents
Introduction 4

Classroom-Based Assessments: General Information 5

Classroom-Based Assessments in Home Economics 8

Classroom-Based Assessment 1: Creative Textiles 9

Completing the Classroom-Based Assessment 1: Creative Textiles 11

Creative Textiles: Advice for students 13

Deciding on the level of achievement: Creative Textiles 14

Features of Quality: Creative Textiles 16

Classroom-Based Assessment 2: Food Literacy Skills Brief 17

Completing the Classroom-Based Assessment 2: Food Literacy Skills Brief 19

Food Literacy Skills Brief: Advice for students 21

Deciding on the level of achievement: Food Literacy Skills Brief 22

Features of Quality: Food Literacy Skills Brief 24

Subject Learning and Assessment Review meeting 25

Recording and reporting results from Classroom-Based Assessments 25

Useful links 27

Appendix 1: Subject Learning and Assessment Review Meeting 28

Appendix 2: Subject Learning and Assessment Review Meeting: Facilitator’s Report 32

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Introduction

This document, Junior Cycle Home Economics: Guidelines for the Classroom-Based Assessment,
provides
▪ general information on Classroom-Based Assessments
▪ detail of the nature and scope of the Classroom-Based Assessment described in the curriculum
specification for Junior Cycle Home Economics
▪ the Features of Quality used to describe the level of achievement for each Classroom-Based
Assessment
▪ guidelines for schools, teachers and students on completing the Classroom-Based Assessments.

These guidelines should be used in conjunction with the curriculum specification for Junior Cycle
Home Economics, which can be accessed at http://www.curriculumonline.ie/Junior-cycle/Junior-
CycleSubjects/HomeEconomics.

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Classroom-Based Assessments: General Information

Classroom-Based Assessments (CBA) are best described as the occasions when the teacher assesses
the students using the specific tasks set out in the subject specification. They are included within the
time allocated for Home Economics, which is a minimum of 200 hours. The Classroom-Based
Assessments and the Features of Quality, which support teacher judgement, are set out in these
guidelines.

The purpose of assessment at this stage of education is to support learning. While Classroom-Based
Assessments are summative, they have a formative value and should be used as a tool to provide
feedback to students, parents and teachers on student progress and learning. Providing focused
feedback to students on their learning is a critical component of high-quality assessment and a key
factor in building students’ capacity to manage their own learning and their motivation to stick with a
complex task or problem.

The teacher’s judgement of the student’s work arising from the Classroom-Based Assessment is
recorded for the Subject Learning and Assessment Review (SLAR) meeting and is used in the school’s
reporting to parents and students on the Junior Cycle Profile of Achievement (JCPA). Students
undertake the Classroom-Based Assessments over specified periods of time in second and third year.
The results of other projects, homework or tests undertaken by the students in the course of their
normal classwork do not add up to the award of a descriptor for the Classroom-Based Assessment.

The autonomy of the school in preparing students for the Classroom-

Based Assessments

There are two Classroom-Based Assessments in Home Economics. They are assessed at a common
level. These guidelines set out a range of options for the Classroom-Based Assessments so that they
can suit the particular needs and circumstances of students and the school.

The first Classroom-Based Assessment is completed in Year 2. Students and teachers have a choice of
two options from which to choose a Creative Textiles project. The second Classroom-Based
Assessment is completed in Year 3 and is directly linked to the practical food skills examination. This
Classroom-Based Assessment is based on a food literacy skills brief selected from a list of briefs issued
annually by the State Examinations Commission. Students draw a brief under the supervision of the

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teacher from the list provided by the State Examinations Commission. Students utilise the design brief
process to research, generate ideas and possible solutions for the chosen brief. Within the parameters
set by these guidelines, the range of approaches in both Classroom-Based Assessments can be
determined independently by the school, teachers and students.

How the school supports the completion of the Classroom-Based

Assessments

The school supports the completion of the assessments by:

▪ ensuring that the NCCA Junior Cycle Home Economics Specification and Junior Cycle Home
Economics: Guidelines for the Classroom-Based Assessment are provided to teachers
▪ ensuring the projects presented for the Classroom-Based Assessments is the students’ own work
▪ supporting teachers in recording the level descriptors awarded to each student
▪ retaining records and pieces of work, as appropriate, for the purposes of Subject Learning and
Assessment Review (SLAR) meetings
▪ applying the guidelines for Subject Learning and Assessment Review (SLAR) meetings
▪ applying inclusive assessment practices and ensuring accessibility of assessment for all students
▪ reporting the outcomes of Classroom-Based Assessments to students and their parents/guardians
as part of the school’s reporting procedures and through the Junior Cycle Profile of Achievement
(JCPA)
Further information can be found at https://www.ncca.ie/en/junior-cycle/assessment-and-reporting.

Reasonable support

To facilitate providing feedback to students during their engagement with assessment, the process of
completing the Classroom-Based Assessments should be viewed as part of teaching and learning, and
not solely for assessment purposes. It is envisaged that teachers will guide, support and supervise
throughout the process. If a student requires more than what could be deemed as reasonable support,
the teacher can make a note of the level of assistance provided. The level of initiative demonstrated
by the students is an element of the Features of Quality used to decide the level of achievement of
the student’s work.
Support may include:
▪ clarifying the requirements of the task
▪ using annotated examples of student work to clarify the meaning and interpretation of the
Features of Quality to students

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▪ providing instructions at strategic intervals to facilitate the timely completion of the assessments
▪ providing supports for students with special educational needs (SEN) as outlined below.
Note that only work which is the student’s own can be accepted for assessment in the JCPA. It is not
envisaged that the level of support involved requires teachers to edit draft work, to provide model
answers or to alter a student’s textile work to provide perfect samples of work to be used as a
student’s evidence of learning.

Inclusive assessment practices

Schools facilitate inclusive assessment practices whether as part of ongoing assessment or Classroom-
Based Assessments. Where a school judges that a student has a specific physical or learning difficulty,
reasonable supports may be put in place to remove, as far as possible, the impact of the disability on
the student’s performance in Classroom-Based Assessments. These supports e.g. the support
provided by a special needs assistant or the support of assistive technologies, should be in line with
the arrangements the school has put in place to support the student’s learning throughout the year.

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Classroom-Based Assessments in Home Economics

There are two Classroom-Based Assessments in Home Economics. They are assessed at a common
level. They relate to learning outcomes and are scheduled to be undertaken by students in a time
period under the supervision of the class teacher to a national timetable (as advised by the NCCA) in
the school calendar. This timetable for Classroom-Based Assessments for all subjects will be provided
on an annual basis at www.ncca.ie/junior-cycle and at www.curriculumonline.ie/Junior-
cycle. Following the second of these assessments students will complete a Practical Food Skills
examination which is marked by the State Examinations Commission as part of the final examination
in Home Economics. The Classroom-Based Assessments for Home Economics and indicative timings
are outlined in Table 1 below.

Classroom-Based Evidence of learning

Assessment
Creative Textiles This is an individual project. Students will produce evidence of the
application of the design brief process to one of the following options:
Make a creative textile item for an individual or the home
OR
Recycle or upcycle a creative textile item for an individual or the home
Food Literacy Skills Brief This is an individual submission. Students will utilise the design brief
process to research, generate ideas and possible solutions for their food
literacy skills brief, drawn from a list of briefs issued by the State
Examinations Commission
Table 1 Classroom-Based Assessments for Home Economics

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Classroom-Based Assessment 1: Creative Textiles

Classroom-Based Assessment 1: Creative Textiles provides students with the opportunity to

demonstrate their practical textile and craft skills in a creative way. It also provides an opportunity to
actively engage with the design brief process. Textile and craft skills are integral to this Classroom-
Based Assessment and include hand and machine craft sewing skills. Students will apply the design
brief process to make/recycle a textile item for the individual or the home giving due regard to basic
human needs, consumer trends, ecological issues and technology. Through this Classroom-Based
Assessment students develop their knowledge, understanding, skills, and values, thereby supporting
the achievement of many of the learning outcomes across Strands 2 and 3 in the junior cycle home
economics specification.

For the purposes of the learning outcomes and assessment in the home economics specification the
term ‘textile item’ encompasses all textile-based crafts for an individual and the home.

Students are given two options from which to choose one Creative Textiles project:

1. Make a textile item for an individual or the home

OR

2. Recycle or upcycle a textile item for an individual or the home

As part of the Creative Textiles project, students will show evidence of:
▪ applying the design brief process
▪ applying the principles of design and sustainability
▪ using basic hand sewing and/or machine sewing techniques in the making of the product
▪ fabric embellishment techniques (where applicable)
▪ appropriate textile care and maintenance.

Classroom-Based Assessment 1: Creative Textiles is completed during second year. The date by which
Creative Textiles is completed may vary from school to school and, within schools, from teacher to
teacher. This flexibility is to allow for the planning, organising and sharing of resources such as
specialised rooms.

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Process for completion of the Classroom-Based Assessment 1:
Creative Textiles

Figure 1 below sets out the process for conducting Classroom-Based Assessment 1. The aim of this
process is to provide guidance for teachers as they support their students completing Classroom-
Based Assessment 1.

Deciding on
Getting Completing
the level of Next Steps
ready the CBA
achievement

Figure 1 Process for conducting Classroom-Based Assessments

Getting ready

Student preparation

Students should have developed some knowledge, understanding and skills across the strands of
study: Responsible Family Living, and Textiles and Craft, in order to undertake their chosen Creative
Textiles project. This Classroom-Based Assessment is undertaken by students during Year 2 over 8 to
10 weeks depending on access to appropriate and specific resources. This work should be produced
under the supervision of the subject teacher. As part of ongoing teaching, learning and assessment of
the learning outcomes for Home Economics, students should have opportunities to develop textile
and craft skills, knowledge and creativity, and be enabled to make sustainable decisions before
completing the Classroom-Based Assessment. From the outset, students should be familiar with the
Features of Quality used to judge the quality of their work.

Teacher preparation

Programme planning by the teacher needs to develop students’ knowledge, understanding, skills and
values across the learning outcomes of the specification incrementally in advance of and during the
completion of the Classroom-Based Assessment. The role of the teacher should be to guide, support,
enable and provide direction to students as they complete the Creative Textiles Classroom-Based
Assessment. Due to the nature of the subject and the requirement of using appropriate and specific
resources, approaches for completing Creative Textiles can be decided at school level.

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In order to prepare for the Classroom-Based Assessment, teachers should familiarise themselves with
the following documentation available on www.curriculumonline.ie:
▪ Junior Cycle Home Economics Specification
▪ Junior Cycle Home Economics: Guidelines for the Classroom-Based Assessment
▪ Annotated examples of student work
▪ Assessment and Reporting in junior cycle (www.ncca.ie/en/junior-cycle/assessment-and-
reporting).

Completing the Classroom-Based Assessment 1: Creative Textiles

Deciding on
Getting Completing
the level of Next Steps
ready the CBA
achievement

In this Classroom-Based Assessment students will engage in a practical and creative way with the
design brief process in creating a textile item for an individual or the home. Students have two options
to choose from:
▪ make a textile item for an individual or the home
▪ recycle or upcycle a textile item for an individual or the home.
Students will undertake two areas of activity, which contribute to the generation of their evidence of
learning and achievement:
1. Applying the design brief process
2. Demonstrating creative textile skills

1. Applying the design brief process

Written evidence of the design brief process should be submitted and should include the following
information:
▪ statement of chosen brief
▪ factors to be considered when choosing a possible solution to include the principles of design and
sustainability
▪ investigation of two possible solutions (can be sketched)
▪ chosen solution: creative designs/sketches/drawings of the craft/textile item

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▪ two reasons for choice
▪ list of resources which the student will need to complete the brief
▪ flowchart/workplan, which outlines the steps the student is planning to undertake in the process
and the order in which they are taken.
▪ a short student reflection should be submitted, which demonstrates how the student evaluated
the design brief process. It should include:
- an evaluation of the textile item
- a reflection on what went well and challenges encountered during the design brief process
- conclusions i.e. if I was to go through the design brief process again and/or make/recycle
a textile item again what would I do differently.

2. Demonstrating creative textile skills

The creative textile item should meet the brief. Students should show evidence of:
▪ using a range of basic stitches and/or hand sewing and/or machine sewing techniques in the
making of the product
▪ fabric embellishment/texturing techniques (where applicable)
▪ a textile care label.

Evidence of learning

Students will submit a textile item and evidence of the application of the design brief process. The
written evidence should be a concise account of the application of the design brief process. The
Classroom-Based Assessment will be assessed by the teacher using the Features of Quality provided
in these guidelines (see p. 16).

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Creative Textiles: Advice for students

▪ The preparation for this Classroom-Based Assessment will be supported by your teacher
▪ Use your own initiative in selecting and creating your creative textiles item
▪ Make sure you are familiar with the Features of Quality and discuss the Features of Quality with
your teacher and peers
▪ Select a creative textile item that can be completed within the time allocated
▪ Choose a textile item which is within your level of ability and practice your craft/textile skills before
commencing on the item being presented as your Classroom-Based Assessment
▪ Be sure to include the following information in your design brief process:
- statement of your chosen brief
- factors to be considered when choosing your solution
- investigation of two possible solutions (can be sketched)
- chosen solution: creative designs/sketches/drawings of the craft/textile item
- two reasons for your choice
- list of resources which you will need to complete the brief
- flowchart/workplan, which outlines the steps you are planning to undertake in the
process and the order in which they are taken.
▪ A short student reflection should be submitted showing how you evaluated the design brief
process. It should include:
- an evaluation of the textile item
- a reflection on what went well and challenges you encountered during the design brief
process
- conclusions i.e. if I was to go through the design brief process again and/or make/recycle
a textile item again what would I do differently.
▪ Follow the design brief process from the outset when undertaking the Classroom-Based
Assessment
▪ Reflect on your own work on an ongoing basis, identifying what you have done well and where
you can improve in relation to the design brief process and the textile item.
In planning and preparing for your Classroom-Based Assessment you may collaborate with your peers
in pairs or groups. However, please note that it will be your individual evidence - the written
submission of the design brief process and the craft/textile item - that is the evidence of your work.
The descriptor you achieve, based on this evidence, will be reported on for the Junior Cycle Profile of
Achievement (JCPA).

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Deciding on the level of achievement: Creative Textiles

Deciding on
Getting Completing
the level of Next Steps
ready the CBA
achievement

Features of Quality

Features of Quality in support of student and teacher judgement in Classroom-Based Assessment 1:

Creative Textiles are described here. The Features of Quality are the criteria used to assess the student
work as best fitting one of the four descriptors of achievement: Exceptional, Above expectations, In
line with expectations, and Yet to meet expectations.

Exceptional describes a piece of work that reflects the Features of Quality for the Classroom-Based
Assessment to a very high standard. While not necessarily perfect, the strengths of the work far
outstrip its flaws, which are minor. Suggestions for improvement are easily addressable by the
student.
Above expectations describes a piece of work that reflects the Features of Quality for the Classroom-
Based Assessment very well. The student shows a clear understanding of how to complete each area
of the task. Feedback from the teacher might point to the necessity to address some aspect of the
work in need of further attention or polishing, but on the whole the work is of a high standard.
In line with expectations describes a piece of work that reflects most of the Features of Quality for
the Classroom-Based Assessment well. It shows a good understanding of the task in hand and is free
from significant error. Feedback might point to areas needing further attention or correction, but the
work is generally competent and accurate.
Yet to meet expectations describes a piece of work that falls someway short of the demands of the
Classroom-Based Assessment and its associated Features of Quality. Perhaps the student has made a
good attempt, but the task has not been grasped clearly or is marred by significant lapses. Feedback
will draw attention to fundamental shortcomings that need to be addressed.

When using the Features of Quality to assess the level of student achievement in a Classroom-Based
Assessment, teachers use ‘on-balance’ judgement. The teacher should read the Features of Quality
(starting with Yet to meet expectations) until they reach a descriptor that best describes the work
being assessed. While it should be noted that none of the descriptors imply faultless achievement,

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evidence of work for the award of Exceptional should closely match the criteria for that level within
the Features of Quality. Where it is not clearly evident which quality descriptor should apply, teachers
must come to a judgement, based on the evidence from the student’s work, to select the descriptor
that best matches the student’s work overall. This ‘best fit’ approach allows teachers to select the
descriptor that ‘on balance’ describes the work being assessed.

Teachers should not assume that the results of a group of students being assessed will follow any
particular distribution pattern, as the work is being judged only against the Features of Quality rather
than other students’ performances.

Teacher judgements about the quality of student work, with the aim of arriving at a shared
understanding of standards and expectations, are supported by annotated examples of student work
published on www.curriculumonline.ie; by the Features of Quality in these guidelines; and by
collaboration and discussion with colleagues during Subject Learning and Assessment Review (SLAR)
meetings.

The Features of Quality (presented overleaf) will be applied to authentic examples of student
work. Arising from this process
▪ adjustments may be made to the Features of Quality
▪ amended Features of Quality, where necessary, will be published in the assessment guidelines
and
▪ annotated examples of student work will be published on www.curriculumonline.ie

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Features of Quality: Creative Textiles
Exceptional
▪ The design brief process is completed to a very high standard and is very comprehensive; the
principles of design and sustainability are clearly evident in the process and have been
applied to a very high standard
▪ The application of craft/textile skills overall has been consistently executed to a very high
standard in the creation of the craft/textile item and the student demonstrates a very high
level of creativity and originality
▪ The student reflection is very comprehensive, demonstrating an ability to evaluate effectively
on the design brief process.
Above expectations
▪ The design brief process is completed to a high standard; principles of design and
sustainability are evident in the process and have been applied to a high standard with some
scope for improvement
▪ The application of craft/textile skills has been executed to a high standard in the creation of
the craft/textile item and the student demonstrates a good level of creativity and some
originality
▪ The student reflection is comprehensive, demonstrating an ability to evaluate on the design
brief process.
In line with expectations
▪ The design brief process is completed to an acceptable standard; principles of design and
sustainability are evident but are not fully expanded. The design brief process has some
omissions
▪ The application of craft/textile skills has been executed well in the creation of the craft/textile
item. The item demonstrates some creativity
▪ The student reflection is completed to an acceptable standard but has some omissions,
demonstrating some ability to evaluate on the design brief process.
Yet to meet expectations
▪ The design brief process provides a very basic summary of information; principles of design
and sustainability are not fully expanded. The design brief process has significant omissions
▪ The application of craft/textile skills has been executed poorly in the creation of the
craft/textile item. The item demonstrates little creativity
▪ The student reflection omits significant information and demonstrates a poor evaluation on
the design brief process.

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Classroom-Based Assessment 2: Food Literacy Skills
Brief
Classroom-Based Assessment 2 is directly linked to the practical food skills examination. Therefore, it
is based on one food literacy skills brief drawn from a list of briefs issued annually in Third Year by the
State Examinations Commission (SEC). Students will use the design brief process to demonstrate their
culinary and creative food literacy skills and nutritional knowledge in the researching, analysing and
planning of a food literacy skills brief for everyday living.

The briefs, issued by the State Examinations Commission, may include but not be exclusive to options
from the following broad areas: healthy family meals to reflect the current healthy eating guidelines;
a special dietary consideration or a diet-related disease; a particular stage of the lifecycle; healthy
school lunches; a healthy homemade alternative of a commercial / takeaway meal; resourceful
cookery; a food enterprise / farmers market product/s; ethnic cookery.

Food literacy skills briefs will be drawn by students under the supervision of the teacher following
instructions issued by the State Examination Commission. Students will use the brief as the basis for
their Classroom-Based Assessment. Students follow the design brief process, undertake research,
generate ideas and examine all aspects of the brief. Students research and present two possible
solutions to meet the chosen brief requirements.

As part of Classroom-Based Assessment 2 students will be provided with feedback from teacher and
peers. This feedback will help inform students in preparing for the practical food skills examination.
Feedback is critical to improving learning as it both influences students’ motivation to learn and their
ability to do so. Teacher feedback should include telling students what they have done well, what they
need to do to improve and reminding students of what they are aiming to achieve in relation to their
chosen brief.

Students will use peer discussion to reflect on their own work and provide feedback to their peers.
Peer discussion occurs when students offer each other advice and feedback about their work which
includes what has been done well and what could be done in order to improve the Food Literacy Skills
brief. Peer discussion is most effective in an atmosphere of support and respect where students feel
comfortable with each other. The opportunity to share one’s reflections is helpful because students
develop both the language and practice of reflection.

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As part of the Classroom-Based Assessment, students will use technology, where appropriate, in
researching, analysing, planning and presenting their results.

Process for completion of the Classroom-Based Assessment 2: Food

Literacy Skills Brief

The figure below sets out the process for conducting a Classroom-Based Assessment 2. The aim of this
process is to provide guidance for teachers as they support their students completing Classroom-
Based Assessment 2.

Deciding on
Getting Completing
the level of Next Steps
ready the CBA
achievement

Student preparation

Students should have developed some knowledge, understanding and skills across the two strands of
study, Food, Health and Culinary Skills, and Responsible Family Living in order to undertake their Food
Literacy Skills Brief. As part of ongoing teaching, learning and assessment of the learning outcomes for
Home Economics, students should have opportunities to develop research skills as well as have
opportunities to discuss their own work as well as that of their peers. From the outset, students should
be familiar with the Features of Quality used to judge the quality of their work in this area.

Teacher preparation

Programme planning by the teacher needs to develop students’ knowledge, understanding, skills and
values across the learning outcomes of the specification incrementally. In order to prepare for the
Classroom-Based Assessment, teachers should familiarise themselves with the following
documentation available on www.curriculumonline.ie:
▪ Junior Cycle Home Economics Specification
▪ Junior Cycle Home Economics: Guidelines for the Classroom-Based Assessment
▪ Annotated examples of student work
▪ Assessment and Reporting in junior cycle (www.ncca.ie/en/junior-cycle/assessment-and-
reporting).

18
Completing the Classroom-Based Assessment 2: Food Literacy Skills
Brief

Deciding on
Getting Completing
the level of Next Steps
ready the CBA
achievement

In Classroom-Based Assessment 2: Food Literacy Skills Brief, students will show evidence of their
research based on a selected practical food skills brief issued by the State Examinations Commission.
Students will also record the feedback they receive from their teacher and peers. They will use this to
reflect on their work to date as well as the possible direction/s of their practical food skills
examination.

In this Classroom-Based Assessment students will engage in two areas of activity, which contribute to
the generation of their evidence of learning and achievement:
▪ Researching, analysing and initial planning
▪ Student reflection

1. Researching, analysing and initial planning

Students will draw a brief from the list provided by the State Examinations Commission under the
supervision of their teacher as the basis for their Classroom-Based Assessment 2. They will utilise the
design brief process in generating ideas and possible solutions for their brief. The outline of their
proposed solution to the brief should include a short written account of the following information:
▪ statement of brief
▪ three factors to be considered when choosing a possible solution
▪ two possible solutions
▪ two sources of information
▪ chosen solution
▪ two reasons for choice incorporating all aspects of the brief
▪ evidence of the research carried out.

2. Student reflection

Having undertaken the design brief process, students should:

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▪ provide a summary of feedback received from their teacher and peers
▪ reflect on their work in light of the feedback they received.

Evidence of Learning

Students will present an outline of their proposed solution to the brief for the practical food skills
examination. The outline of their proposed solution to the brief, submitted for Classroom-Based
Assessment 2, will not be marked by the State Examinations Commission. The evidence of learning
submitted for assessment will be judged against the relevant Features of Quality set out in these
guidelines.

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Food Literacy Skills Brief: Advice for students

▪ The preparation for this Classroom-Based Assessment will be supported by your teacher
▪ Make sure you are familiar with the Features of Quality and discuss the Features of Quality with
your teacher
▪ Read the brief carefully and highlight key words
▪ Research all aspects of your brief and show evidence of your research
▪ Be sure to include the following information in your design brief process:
- Statement of brief
- Three factors to be considered when choosing a possible solution
- Two possible solutions
- Two sources of information
- Your chosen solution
- Two reasons for your choice
- Evidence of the research you carried out.
▪ Ensure menus are presented in menu format
▪ Select a solution that can be completed within the time allocated for the practical skills
examination
▪ Choose a solution which is within your level of ability and will best show your skills
▪ When stating reasons for your choice of solution develop your answer with reference to your
specific brief

The descriptor you achieve, based on your individual submission, will be reported on for the Junior
Cycle Profile of Achievement (JCPA).

21
Deciding on the level of achievement: Food Literacy Skills Brief

Deciding on
Getting Completing
the level of Next Steps
ready the CBA
achievement

Features of Quality

Features of Quality in support of student and teacher judgement in Classroom-Based Assessment 2:

Food Literacy Skills Brief are described here. The Features of Quality are the criteria used to assess the
student work as best fitting one of the four descriptors of achievement: Exceptional, Above
expectations, In line with expectations, and Yet to meet expectations.

Exceptional describes a piece of work that reflects the Features of Quality for the Classroom-Based
Assessment to a very high standard. While not necessarily perfect, the strengths of the work far
outstrip its flaws, which are minor. Suggestions for improvement are easily addressable by the
student.
Above expectations describes a piece of work that reflects the Features of Quality for the Classroom-
Based Assessment very well. The student shows a clear understanding of how to complete each area
of the task. Feedback from the teacher might point to the necessity to address some aspect of the
work in need of further attention or polishing, but on the whole the work is of a high standard.
In line with expectations describes a piece of work that reflects most of the Features of Quality for
the Classroom-Based Assessment well. It shows a good understanding of the task in hand and is free
from significant error. Feedback might point to areas needing further attention or correction, but the
work is generally competent and accurate.
Yet to meet expectations describes a piece of work that falls someway short of the demands of the
Classroom-Based Assessment and its associated Features of Quality. Perhaps the student has made a
good attempt, but the task has not been grasped clearly or is marred by significant lapses. Feedback
will draw attention to fundamental shortcomings that need to be addressed.

When using the Features of Quality to assess the level of student achievement in a Classroom-Based
Assessment, teachers use ‘on-balance’ judgement. The teacher should read the Features of Quality
(starting with Yet to meet expectations) until they reach a descriptor that best describes the work
being assessed. While it should be noted that none of the descriptors imply faultless achievement,

22
evidence of work for the award of Exceptional should closely match the criteria for that level within
the Features of Quality. Where it is not clearly evident which quality descriptor should apply, teachers
must come to a judgement, based on the evidence from the student’s work, to select the descriptor
that best matches the student’s work overall. This ‘best fit’ approach allows teachers to select the
descriptor that ‘on balance’ describes the work being assessed.

Teachers should not assume that the results of a group of students being assessed will follow any
particular distribution pattern, as the work is being judged only against the Features of Quality rather
than other students’ performances.

Teacher judgements about the quality of student work, with the aim of arriving at a shared
understanding of standards and expectations, are supported by annotated examples of student work
published on www.curriculumonline.ie; by the Features of Quality in these guidelines; and by
collaboration and discussion with colleagues during Subject Learning and Assessment Review (SLAR)
meetings.

The Features of Quality (presented overleaf) will be applied to authentic examples of student
work. Arising from this process
▪ adjustments may be made to the Features of Quality
▪ amended Features of Quality, where necessary, will be published in the assessment guidelines
and
▪ annotated examples of student work will be published on www.curriculumonline.ie

23
Features of Quality: Food Literacy Skills Brief

Exceptional
▪ The outline of the student’s proposed solution to the brief is completed to a very high
standard and is very comprehensive. The proposed solution demonstrates a very good
interpretation of all aspects of the food literacy skills brief
▪ The research and analysis is evidence-based and completed to a very high standard
▪ The student reflection provides a very comprehensive summary of the feedback received
and is evident in the student’s proposed solution.
Above expectations
▪ The outline of the student’s proposed solution to the brief is completed to a high standard.
The proposed solution demonstrates a good interpretation of most aspects of the food
literacy skills brief with some scope for improvement
▪ The research and analysis is evidence-based and is completed to a high standard
▪ The student reflection provides a comprehensive summary of the feedback received and
is evident in the student’s proposed solution.

In line with expectations

▪ The outline of the student’s proposed solution to the brief is completed to an acceptable
standard. The proposed solution is a good interpretation of some aspects of the food
literacy skills brief but has some omissions
▪ The research and analysis is completed to an acceptable standard
▪ The student reflection provides a satisfactory summary of the feedback received but may
not be fully evident in the student’s proposed solution.

Yet to meet expectations

▪ The outline of the student’s proposed solution to the brief process provides a basic
summary of information. The proposed solution is a limited interpretation of many
aspects of the food literacy skills brief and omits some information
▪ The research and analysis is unsatisfactory
▪ The student reflection is very limited.

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Deciding on
Getting Completing
the level of Next Steps
ready the CBA
achievement

Subject Learning and Assessment Review meeting

Shared understanding of standards within junior cycle will arise through professional discussion in
Subject Learning and Assessment Review (SLAR) meetings, where staff bring their own examples of
student work and compare their judgements with other colleagues and with annotated examples of
student work provided by the NCCA. Over time, this process will help develop a greater understanding
of standards and ensure consistency of judgement about student performance.

Samples of CBA 1: Creative Textiles and CBA 2: Food Literacy Skills Brief by students will be gathered
for discussion at the Subject Learning and Assessment Review (SLAR) meetings. Teachers will organise
a SLAR meeting after each Classroom-Based Assessment. An example at each of the four descriptor
levels, where feasible, will be needed for this purpose. Further details on managing and participating
in the Subject Learning and Assessment Review meeting are included in the Appendix (see pg. 30) and
are available online at https://www.ncca.ie/en/junior-cycle/assessment-and-reporting.

While this process can be organised more easily within a school where there is more than one home
economics teacher, in a school with one home economics teacher, it is recommended that the home
economics teacher discusses the assessment arrangements with their school facilitator/management
with a view to contacting and coordinating with teachers from nearby schools. The teacher along with
their colleagues can plan and agree a date for the Subject Learning and Assessment Review meeting.

Recording and reporting results from Classroom-Based Assessments

Following the Subject Learning and Assessment Review meeting each individual teacher re-considers
the judgement they had made of their students’ work, based on the outcomes of the meeting, and
where necessary makes the appropriate adjustments to the level of achievement awarded to the
work. The record is used in reporting progress and achievement to parents and students as part of the
school’s ongoing reporting procedures. The Classroom-Based Assessment results are recorded
through the Junior Cycle Profile of Achievement (JCPA).

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Where it arises that a student does not submit any work for their Classroom-Based Assessment, a
descriptor cannot be awarded, as there is no work to discuss against the Features of Quality. In such
cases, ‘Not reported’ should be selected when inputting results for the JCPA. Further information in
relation to reporting Classroom-Based Assessment descriptors for the JCPA is available from the DES
at the following link: https://www.education.ie/en/Schools-Colleges/Services/Returns/Post-Primary-
Online-Database-P-POD-Project/

Using feedback

Providing effective feedback is a crucial step in using CBA 1: Creative Textiles and CBA 2: Food Literacy
Skills Brief to support student learning. Students will be informed of the descriptor they have been
awarded once the Subject Learning and Assessment Review meeting has taken place and its outcomes
have been processed. However, effective feedback goes beyond the naming of the descriptor
awarded. Feedback on the strengths of the students’ work, and on areas for improvement can be used
to support their future learning. Further information on the use of feedback can be found at
https://www.ncca.ie/en/junior-cycle/assessment-and-reporting.

Querying a result

Queries in relation to the descriptors awarded for the Classroom-Based Assessments, where they
arise, will be dealt with by the school.

The final examination

The final examination consists of a practical food skills examination (50% weighting of externally-
assessed examination) and a written examination (50% weighting of externally-assessed
examination). Both are set out and externally marked by the State Examinations Commission. The
food literacy skills briefs and guidelines for the practical food skills examination will be issued annually
by the State Examinations Commission. These guidelines will provide information on all the
requirements for the practical food skills examination.

26
Useful links

▪ Framework for Junior Cycle: An outline of assessment in junior cycle can be found in the
Framework for Junior Cycle 2015, which can be accessed at
https://www.education.ie/en/Publications/Policy-Reports/Framework-for-Junior-Cycle-
2015.pdf.
▪ Assessment in junior cycle: All documentation relating to assessment at junior cycle can be
accessed at https://www.ncca.ie/en/junior-cycle/assessment-and-reporting.
▪ State Examinations Commission: All instructions for the final examination will be included in a
brief, issued by the State Examinations Commission (SEC) during the third year of junior cycle on
www.examinations.ie.
▪ Curriculum specification for Junior Cycle Home Economics:
http://www.curriculumonline.ie/Junior-cycle/Junior-CycleSubjects/HomeEconomics.

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Appendix 1: Subject Learning and Assessment Review
Meeting
Subject Learning and Assessment Review meetings enable teachers to collaboratively reach
consistency in their judgments of student work against common, externally set Features of Quality.
Greater understanding of standards and expectations will develop over time as teachers come
together in professional discussion to reflect on the quality of their own students' work, informed by
the subject specification, assessment guidelines and other support material including annotated
examples of students' work provided by the NCCA.

Overview

The review process is centred on teachers discussing student work at structured meetings. It will play
an important role in helping teachers to develop an understanding of standards and expectations by
enabling them to reflect on the evidence of students’ work and to share the learning and teaching
strategies supporting that work.
The objectives of the review process are to achieve:
▪ greater consistency of teachers’ judgement
▪ better feedback to students
▪ greater alignment of judgements with expected standards,
▪ and to assure parents and others that students are receiving appropriate recognition of their
achievements in line with standards and expectations.

The time for review meetings will be provided for in the school calendar from the allocated 22 hours
of professional time for each full-time teacher each year. One teacher of each subject will be allocated
two additional hours by school management to prepare for and coordinate each review meeting. This
role will normally be rotated among the relevant teachers.
Each meeting will:
▪ be subject specific
▪ be approximately two hours long
▪ take place at a time as near as possible to the completion of the Classroom-Based Assessment
▪ involve the review of student work related to a specific Classroom-Based Assessment.
Where there is a single teacher of a subject in a school, the teacher can be facilitated to participate in
a Subject Learning and Assessment Review meeting in another school. In the case of an Irish-medium

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school, the single teacher of a subject can participate in a Subject Learning and Assessment Review
meeting in another Irish-medium school.

Facilitator’s Guide

Teachers will fulfil the role of facilitator during Subject Learning and Assessment Review meetings on
a rotational basis. The facilitator will model effective questioning during the discussion of the samples
of student work focusing on how well students’ work matches the Features of Quality. During review
meetings, where it is not clearly evident which descriptor should apply, the group should look for the
evidence in the student’s work that matches all or nearly all of the Features of Quality associated with
a particular descriptor. This ‘best fit’ approach allows teachers at the review meeting to select the
descriptor that ‘on-balance’ best matches the work being assessed. The facilitator will submit a short
report of the review meeting to the school principal.

Teachers should not assume that the results of a group of students being assessed will follow any
particular distribution plan as the student’s work is being judged only against the Features of Quality
rather than other students’ performance.

Before the meeting

As a first step, teachers may find it helpful to review some of the relevant NCCA annotated examples
prior to coming to decisions about their own students’ work.

Once students have completed their Classroom-Based Assessment, the teacher will carry out a
provisional assessment of the students’ work based on the Features of Quality. These provisional
assessments may be modified in light of the discussions that take place at the Subject Learning and
Assessment Review meeting.

The teacher will make a note of the descriptor allocated to each student and any other point they may
wish or find useful to refer to during and after the Subject Learning and Assessment Review meeting.
This note will be for the teacher’s own use.

In preparation for the Subject Learning and Assessment Review meeting, each teacher will identify
one sample of student’s work for each descriptor, where feasible, and will have these available for
discussion at the meeting.

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During the meeting

The facilitator leads the meeting and keeps the record of the decisions made in a template, which is
used to generate the report of the meeting (see Appendix 2). It is recommended that the meeting
should generally follow this sequence:
▪ The facilitator explains that the purpose of the meeting is to support consistency of judgement
about students’ work and to develop a common understanding about the quality of student
learning. The value of the meeting in providing feedback to students on how they might improve
their work should also be highlighted.
▪ The facilitator asks one member of staff to introduce a sample of work they have assessed as Yet
to reach expectations. Following a short introduction by the teacher, the facilitator leads a general
discussion on the extent to which the student’s work matches the relevant Features of Quality. If
the meeting affirms the judgement, this is noted in the meeting record by the facilitator.
▪ Where there is a lack of agreement, the facilitator should refer to relevant annotated examples of
student work provided by the NCCA and, if appropriate, a couple of examples of student work that
other teachers in the group have assessed and awarded that descriptor to.
▪ The facilitator should look to establish consensus during the discussion of examples but the
emphasis should be on developing teachers’ professional knowledge and skills rather than on
seeking unanimous agreement over every Feature of Quality in every example.
▪ The emphasis in affirming judgements during the review meetings should always be on a ‘best fit’
approach which allows teachers to agree the descriptor that ‘on-balance’ is most appropriate for
the work being assessed.
▪ While reasonable time should be allowed for discussion, the facilitator should use his/her
professional judgement to decide when it would be appropriate to proceed to the next sample.
▪ If possible, there should be discussion of at least two samples for each descriptor and the
facilitator should ensure that each teacher has at least one of their samples discussed during the
meeting.
▪ The process is repeated, in turn, with samples assessed as In line with expectations, Above
expectations and Exceptional being discussed and shared in the group. At the end of the meeting,
the facilitator briefly summarises the key points from the discussion.
▪ It’s important that each teacher notes the implications of the decisions made during the meeting
for the rest of the student work they have already assessed, particularly in the case of descriptors
where their judgement did not align with the view of the majority of teachers at the meeting.

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After the meeting

After the meeting, each teacher considers the assessment of their students’ work based on the
outcomes of the meeting and, where it is considered necessary, makes the appropriate adjustments
to their provisional assessments.

Following the Subject Learning and Assessment Review meeting, the facilitator submits their report
from the meeting focusing on the outcomes of the discussion of student work at the meeting, and
submits it to the school principal.

The facilitator may also ask teachers, should they wish, to contribute some student work to a bank of
examples:
▪ To support the induction of new teachers
▪ To support future Subject Learning and Assessment Review meetings
▪ To use with students and parents in demonstrating the standard of work achieved.

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Appendix 2: Subject Learning and Assessment Review
Meeting: Facilitator’s Report
Subject: Date/time:

Attendance

Key decisions
taken

Points of note
for future
review meetings

Any further
comment?

Facilitator

Date

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33
January 2019