Making points on the points system

Twenty years and many Ministers for Education later, the points system is a perennial source of controversy. The Minister for Education and Science has appointed Professor Aine Hyland to chair a commission representative of the partners in education to review the system.

Submissions are invited from the public and these are being posted on the Government's website. At present, 16 submissions with a number of interesting suggestions are up on the site. takes a look at some of these.

Sean Hawkins, Galway, writes that he "believes that there is one core problem in the present system, which should be isolated first and rectified before reforming the rest of the points system. I believe that the real source of the stress involved in the points system is not in the standards expects or even in the scoring method itself but rather in the decisions-before-results structure of applying for third-level places."

The more logical procedure would be that students base their carer choices on results achieved rather than having to speculate on one's results, he explains. The solution lies in a basic change in the information management process, according to Hawkins.

Michael Turner, Dublin, writes that some of the present stress on Leaving exam candidates can be lessened by reducing the quantities of material in the Leaving Cert syllabuses; rationalising rather than just stating the aims of the Leaving curriculum and the examination; extending school-based and externally conducted modes of assessment as part of the Leaving Cert; improving exam papers by more multiple-choice tests and by questions requiring insight, comprehension and reading rather than memorisation; discouraging pre-examination media items that induce stress.

Pat McGarty, of the department of business and social studies in Athlone Institute of Technology states that the CAO system is working well. "Entry through a points system is fair, transparent and meritocratic." A system of continuous assessment in the Leaving Cert in all subject areas is much needed. A three to four hour exam at the end of a two to three year programme puts pressure on a student, he adds.

Modes of entry to certain disciplines, for instance medicine, social care, and social work, need special attention. "Interviewing all applicants is impractical and the validity of an aptitude test is open to question. Perhaps an examination of systems of entry in other countries would be an option."

Jim Deeney of the Department of the Environment and Rural Development notes that the points system is undoubtedly fair but asks can a better system be devised which would assess the academic potential and achievement of students. He suggests the use of standardised, validated IQ tests to measure the intellectual potential of students combined with faculties of colleges setting minimum standards regarding exam results that students would have to achieve in order to be considered for a place in the faculty.

"The IQ test requires little preparation so would not constitute a burden on students," he says. "Minimum standards in subjects would ensure that the requirements of academic achievement set by colleges is met."

It's not too late to voice your own thoughts on the points. The commission can be reached through the real or virtual mail systems. Website:

www.irlgov.ie/educ/comm/htm

commission@educ.irlgov.ie

Phone: (01) 809 5081

Fax: (01) 878 7177

Address: Department of Education and Science, Marlborough Street, Dublin 1.