Abstract

This paper examines the implications of introducing Additional Assessment Components (AAC), as part of school-based assessment, within the ongoing redevelopment of Senior Cycle (SC) education in Ireland. Guided by the Government’s vision of equity and excellence for all, current reform seeks to diversify curriculum pathways, broaden assessment approaches, and reduce pressure associated with the traditional high-stakes Leaving Certificate (LC) examination. Although AAC was envisaged initially as comprising teacher-designed, school-based components contributing at least 40% of final LC grades, responsibility for its administration has since been transferred to the State Examinations Commission, underscoring the challenges of enacting reform within a system historically dominated by external terminal examination.

Drawing on international evidence, the paper explores how jurisdictions including Hong Kong, New Zealand, Ontario, and Queensland have integrated AAC alongside external examinations. Although these jurisdictions differ substantially in governance structures, moderation arrangements, and levels of trust in teacher professional judgement, all provide insights into the opportunities and tensions associated with hybrid assessment systems.

The analysis is informed by semi-structured interviews conducted with key stakeholders in late 2022/early 2023. Three broad questions guided the research: how AAC are experienced in schools and classrooms; the extent to which they are viewed as authentic and appropriate approaches to assessing learners; and what lessons may be drawn for Irish SC reform.

Findings indicate that, while AAC can support broader construct representation, flexibility, and authenticity in assessment, they also generate challenges relating to workload, moderation, public confidence, equity, curriculum fragmentation, and assessment literacy. Across jurisdictions, tensions persist between formative and summative purposes, particularly where AAC contribute directly to high-stakes certification outcomes. The paper concludes that successful implementation of AAC in Ireland will depend not only on technical design, but also on coherent governance, sustained professional learning, clarity regarding teachers’ roles, and careful balancing of innovation with traditions associated with the LC and progression to higher education.

Keywords: Additional assessment components, Senior Cycle, Ireland