Disturbing the teacher’s role as assessor: the case of calculated grades 2020–2021 in Ireland

Figures & data

Table 1. Teacher biographical data (Question 1a-d).

Gender		Years teaching	Teacher years In current school	In total	Number of LCE Classes taught		Role in school (alphabetical)
	%		%	%		%		%
Female	67	0 to 1	5	1	None	3	Assistant Principal	27
Male	33	2 to 5	23	10	1	31	Cal. Grades Coordinator	4
Other	<1	6 to 10	19	18	2 to 5	21	Chaplain	1
		11 to 20	28	33	6 to 10	10	Deputy Principal	3
		>20	25	37	11+	35	Guidance Counsellor	2
							LC Year Head	6
							SEN Coordinator	3
							Subject/Dept. Head	49
							Teaching Principal	1

Table 2. Section 4 of the questionnaire exploring teachers’ feelings (Q.10d; Q.10e) and beliefs (Q.11c; Q11a).

10d. As a result of having been involved in the calculated grades process in my school I feel more supportive of efforts being made to reform the LCE programme and examination	Agree	Disagree	Undecided
	%	%	%
	36	53	11
10e. As a result of having been involved in the calculated grades process in my school I feel more positively disposed to being involved directly in assessing my students for certification purposes	Agree	Disagree	Undecided
	%	%	%
	29	62	9
11a. I believe that my involvement in the calculated grades process in 2020 led to fairer outcomes for the students in my class than if they had taken the LCE exam in June 2020	Agree	Disagree	Undecided
	%	%	%
	31	54	15
11c. I believe that teachers’ involvement in assessment for certification purposes would lead to fairer outcomes for the students in my school (than if they were not involved)	Agree	Disagree	Undecided
	%	%	%
	36	48	16