DRUMCONDRA ENGLISH PROFILES

CHAPTER1WHAT ARE THE DRUMCONDRA ENGLISH PROFILES?Curriculum profiles are cumulative records of achievement in one or moreareas of the curriculum (often defined as subjects) that are based on teacherjudgements. In implementing profiles, the teacher reflects on and interprets apupil’s performance in relevant assessment contexts, and records a judgementregarding whether or not important curriculum outcomes (based on keycontent objectives) have been achieved.This chapter begins with a consideration of the principles underlying theconstruction of the Drumcondra English Profiles. Following this, the mainelements of the profiles — individual indicators of achievement, indicator sets,assessment contexts, and record/reporting frameworks — are described. Inthe remainder of the chapter, issues that may be of concern to schools andteachers who wish to implement the Profiles are examined. These include linksbetween the Profiles and the revised English curriculum for primary schools,links between the Profiles and other assessments of achievement in English,anticipated effects of the Profiles on teaching and learning, and thecomparability of Profile ratings across schools and teachers.PRINCIPLES GUIDING THE DEVELOPMENT OF THEDRUMCONDRA ENGLISH PROFILESIn developing the Drumcondra English Profiles, the recommendations of thePrimary Curriculum Review Body were followed. The Profiles are based onteachers’ observations of and judgements about pupils’ achievement of thecurriculum in English. They yield quantified summaries of achievement,but also reveal the qualitative performances characterising thatachievement. They relate to the curriculum intended for each class leveland do not seek to place achievement on a class-wide ability scale (i.e., asingle scale covering several different class levels).Ratings (scores) on the Drumcondra English Profiles can be viewed from twoperspectives — criterion-referenced and norm-referenced. When looked at inrelation to the intended curriculum for a class level, they compare what thepupil has achieved with what would satisfy the curriculum. This is theircriterion-referenced mode. When looked at in terms of the achievement ofpupils relative to one another, they compare the status of a pupil’s achievementwith that of a representative sample of the pupils’ peers at the same classlevel at the end of the school year. This is their norm-referenced mode.1

Chapter 1ELEMENTS OF THE DRUMCONDRA ENGLISH PROFILESFour elements of the Drumcondra English Profiles — indicators ofachievement, indicator sets, assessment contexts, and recording/reportingframeworks — are described in this section.Indicators of AchievementIndicators of achievement are statements that describe pupil achievement,and are based on important content objectives in the revised Englishcurriculum.1 Although derived from content objectives, the indicators areworded in terms of pupil behaviours that can be observed in classroomsettings. The following are examples of indicators of achievement in orallanguage that may be found in the Drumcondra English Profiles: Constructs an imaginary story based on a sequence of pictures;Listens attentively to stories and poems read aloud by the teacher;Follows simple directions and instructions;Describes an experience or event to the class with confidence, focusingon the topic and including key information;Persuades or argues a point of view in real or imaginary situations;Participates in class discussions, by sharing relevant backgroundknowledge about a topic;Identifies and understands the functions of nouns, verbs, adjectives andadverbs;Identifies the main ideas and supporting details in a spoken report, andsummarises it for others.Indicators of achievement were identified for each class level (Junior Infantsto Sixth inclusive) for oral language, reading and writing, resulting in 24indicator sets. Each set consisted of 8-12 indicators (see next subsection).Profiling systems vary in terms of the level of support they provide toteachers to assist with the interpretation of individual indicators. In the caseof the Drumcondra English Profiles, support comes from two sources:teachers’ knowledge and understanding of the curriculum appropriate tothe class level(s) they teach; and teachers’ skill in conducting assessments oftheir pupils throughout the school year. For teachers who may needadditional information about conducting assessments of Englishthroughout the school year, Appendices D (Oral Language), E (Reading)and F (Writing) in this handbook may be useful.Indicator SetsIn line with the recommendations of the Review Body on the PrimaryCurriculum2 the Drumcondra English Profiles focus on class level as thepoint of reference. This feature enables teachers to assess each pupil’sachievement in relation to the main curriculum content (represented by theindicators) for the pupil’s class level.2

What Are The Drumcondra English Profiles?Once sets of indicators had been identified for each class level in orallanguage, reading and writing, representative groups of teachers wereasked to order the indicators in terms of their relative difficulty, from mostdifficult to least difficult. Indicators on whose relative importance teachersdisagreed among themselves were dropped and the remaining indicatorswere ordered in a way that reflected the aggregated judgements of theteachers (see Chapter 6). As an example, Table 1.1 provides the ordered setof indicators for oral language for third classTable 1-1Indicator Set for Oral Language – Third Class8.Supports a personal view of a poem with reference to content, format and language7.Persuades or argues a point of view in real or imaginary situations6.Delivers a prepared report to the class on a project topic, using appropriatevocabulary and giving relevant information5.Listens to and summarises short stories or informational texts by recalling severalimportant points4.Listens to stories and poems and identifies and comments on humour3.Conducts a short interview with another pupil or adult to obtain information about atopic2.Talks clearly, audibly and with confidence to different audiences in the schoolenvironment (individuals, groups, own class)1.Listens to longer stories and predicts future events and likely outcomesIn this set, the highest indicator (‘Supports a personal view of a poem withreference to content, format and language’) was regarded by teachers asbeing most difficult for pupils who are at or near the end of third class. Theindicator ‘Listens to and summarises short stories or informational texts byrecalling several important points’ was regarded as being at anintermediate level of difficulty. Finally, the indicator ‘Listens to longerstories and predicts future events and likely outcomes’ was regarded asbeing the easiest indicator in the set.In estimating a pupil’s achievement at or near the end of the school year,the teacher begins at the top of the indicator set and works down untilhe/she has identified the highest indicator that has been achieved by thepupil more than once, without assistance. This is the pupil’s raw profilescore.3 This raw score can then be converted to a standardised or scaledprofile score using the appropriate table of class-level norms (see Chapter2). Hence, there are two ways in which a pupil’s performance or level of3

Chapter 1achievement on the Profiles can be reported — as a raw score, and as ascaled score. Scaled scores can be used to compare the achievement of twoor more pupils at the same class level, or to compare a pupil’s achievementin, say, oral language and reading, at a given point in time.While the main purpose of the Drumcondra English Profiles is to providean overall index of a pupil’s achievement in each area of English at theend of the school year, the Profiles can also provide formative assessmentinformation. Indicators above the highest indicator achieved by the pupil(i.e., the pupil’s ceiling level) point to skills or strategies that have not yetbeen achieved. The non-achievement of indicators below the pupil’sceiling level generally points to skills and strategies to which increasedattention might be allocated. Although these lower-level indicators mayoften reflect lower-level processes, failure to address them adequatelycould lead to difficulties in subsequent learning. However, it should benoted that the indicators in any given set are a sample of the universe ofindicators that could have been included. Therefore, to base acurriculum or plan of study only on those indicators included in theProfiles would be inappropriate.Assessment ContextsAssessment contexts refer to situations in which teachers gather evidenceto use in rating a pupil’s achievement on the Drumcondra English Profiles.Assessment contexts that are particularly relevant to the Profiles include: Ongoing teaching and learning activities, during which the teachermakes and records informal observations (e.g., class discussions, writingconferences4); Outcomes of informal assessments (e.g., homework, oral reading/spelling errors made by pupils); Outcomes of more formal assessments (e.g., teacher-made tests, writingportfolios, project work).Implementation of the Drumcondra English Profiles does not require the useof specific assessment tasks, nor have direct links been established betweenperformance on specific tasks and achievement levels on the EnglishProfiles. Instead, it is recommended that teachers draw on informationgleaned in a broad range of assessment contexts. The use and synthesis ofinformation from multiple assessment contexts is consistent with the ideaof teachers arriving at a ‘holistic’ or ‘best fit’ judgement of a pupil’s overallachievement, based on relevant assessment information.4

What Are The Drumcondra English Profiles?Recording/Reporting FrameworksThe scores achieved by pupils on the Drumcondra English Profiles may berecorded a

A Framework for Assessing Oral Language, Reading, and Writing in Primary Schools . Assessing Grammar and Punctuation 124 3. Assessing Spelling in Written Texts 125 4. Assessing Writing Samples (1) — Applying Rating Scales 127 . Within schools, curriculum profiles provide teachers, paren