An Evaluation of the Assessment of Graphical Education at Junior Cycle in the Irish System

Oct 15, 2026

Uploaded by dhado

Junior Certificate Technical Graphics was introduced in Ireland in 1991 to develop innovative problem-solving abilities and knowledge of plane and descriptive geometry. Despite the curriculum’s breadth-and-balance philosophy, the subject often relies on summative assessment, which can limit how student learning is represented and shapes teaching. This study evaluates assessment approaches across two year groups in the Junior Cycle and examines student responses to graphical tasks.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Introduction

Context

Junior Certificate and Technical Graphics

Assessment structure at Junior Certificate level

Research design and method

Findings and discussion

Conclusion

An Evaluation of the Assessment of Graphical Education at Junior Cycle in the Irish System Thomas Delahunty, Dr. Niall Seery and Dr. Raymond Lynch, University of Limerick Abstract Junior Certificate Technical Graphics was introduced in Ireland in 1991 and aimed to develop innovative problem solving aptitudes and knowledge of plane and descriptive geometry (NCCA 1991) . Despite the philosophy of breadth and balance (NCCA 2004) associated with educational outcomes in the Junior Certificate curriculum, many subjects, Technical Graphics included, employ a summative assessment strategy (Griffin 1998) . The summative measurement model portrays a limited view of student learning (Lin and Dwyer 2006, Williams 2011) and has been found to exert significant influence on teaching and learning throughout the course of study (Bloxham and Boyd 2007) . This research study aims to evaluate the types of approach to assessment of two different year groups at different stages of the Junior Cycle. The core hypothesis being investigated is whether there is a more sophisticated approach to the assessment evident among the older year groups. In order to achieve this aim a visual protocol similar to Middleton (2008) and Lane et al.(2010) was employed to capture the approach in solving a prescribed graphical task among first and second year students in the Technical Graphics classroom. Findings indicate that the use of a traditional summative approach to assessment has significant limitations within the subject of Technical Graphics. There are also notable trends occurring in students’ approach to the assessment, which seem to rely on a low level of graphical knowledge and problem solving skills. The findings confirm that the older year group adopted a more efficient approach to the assessment but displayed unsophisticated approaches to the application of graphical principles. Some limitations of the summative measurement model are supported by the results of this paper. Key words graphical education, technical graphics, assessment, problem solving Introduction The research presented in this paper is concerned with examining the current performance indicators employed to validate students’ attainment in Junior Certificate Technical Graphics. The primary objective of the study is to examine students’ responses to assessment tasks when focusing on the dynamic application of graphical principles as opposed to a measure of representation. In order to achieve this, a review of the literature surrounding assessment of learning at Junior Cycle in Ireland was undertaken, which informed the method. The findings are then discussed in relation to the intended philosophy of Junior Certificate Technical Graphics. Context The Junior Certificate is a three-year course of study, which was introduced in 1989 and is taken by students in Ireland generally between 12 and 15 years of age. In 1991, the Junior Certificate Technical Graphics course replaced Mechanical Drawing, which was primarily focused on the development of skills relating to craft-focused outcomes. The Technical Graphics course introduced abroader conception of graphical education. The rationale underpinning Technical Graphics was to develop students’creative imagination by encouraging pupils to reason in two and three-dimensions and by applying these abilities to the solution of graphical and spatial problems of an abstract and practical nature (NCCA 1991) . The development of these cognitive abilities aims to better develop students’ ability to view their environment with a critical awareness. Freehand drawing is given distinct recognition in the syllabus’s rationale as a key skill in communicating through the universal language of design and technology (NCCA 1991) . Figure 1 illustrates a flowchart of the course content taken from the syllabus. Despite the Junior Certificate course, having been introduced in 1989 it was not until 1991 that Technical Graphics was examined as Jun

FAQs

What is the main aim of the research on Technical Graphics assessment?

The study evaluates the approaches to assessment of two different year groups at different stages of the Junior Cycle, focusing on the nature and sophistication of students’ assessment responses.

What core hypothesis is investigated?

The paper tests whether older year groups show a more sophisticated approach to assessment compared with first and second year students.

What do the findings indicate about summative assessment in Technical Graphics?

The findings suggest that traditional summative assessment has significant limitations in Technical Graphics, with student approaches showing trends toward low-level graphical knowledge and problem-solving skills.

Oct 15, 2026

Uploaded by dhado