THE teacher unions differ on the role of the teacher in assessment. The ASTI is opposed to teachers assessing their own students. The TUI is not, in principle, opposed to school based assessment and its members are willing to consider undertaking such work, subject to four conditions - appropriate renumeration, time to carry out the work, training and external monitoring.

The OECD noted, in 1991, that second-level teachers tended to be "purveyors of facts and coaches for examinations" rather than "articulators, managers and organisers of learning". The high stakes perception is reinforced by the practice of mock exams and media interest in and analysis of exam papers, according to the NCCA.

Given the high-stakes emphasis, the reservations held by many teachers regarding the assessment of their own students is understandable. "Teachers would be seen as `judges' of, rather than advocates for, their own students. Some teachers have concerns that they might be open to accusations of bias and possible pressure from parents given the high stakes nature of the exams." But, the report points to the fact that the Junior Cert is, in fact, a low stakes exam.

Teachers themselves may not be convinced of the value of a change in their role in assessment for certification purposes. Those who have experience of assessment for certification in the Post Leaving Cert sector and in vocational qualifications find assessment of their own students for certification less problematic.

Pre-service training of teachers in Ireland does not place a high priority on training in assessment and in-career assessment has not dealt adequately with this issue, according to the NCCA report. Comprehensive training and time to develop expertise and proficiency will be essential.