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SHORT COURSE (((Inclusive assessment, Inclusive assessment practices,…
SHORT COURSE
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Inclusive assessment practices, whether as part of ongoing assessment or the Classroom-Based
Classroom-Based Assessments are the occasions when the teacher assesses the students in the specific assessment(s) that are set out in the subject or short course specification. Junior cycle short courses will have one classroom-based assessment. Where feasible, teachers of short courses will
participate in learning and assessment review meetings.
features of quality
The features of quality support student and teacher judgement of the Classroom-Based Assessments and are the criteria that will be used by teachers to assess students’ Classroom-Based assessment. More detailed material on assessment and reporting in this PE short course, including features of
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Each strand of this PE short course includes different kinds of psycho-motor learning experiences Each strand of this PE short course includes different kinds of psycho-motor learning experiences
and provides opportunities for students to receive developmental feedback as they learn. Students will gather evidence of what they have learned in that particular strand through ongoing assessment during and/or the end of each strand. In third year, when they have completed the four strands, students select evidence of their
learning in one strand to submit for their Classroom-Based Assessment. The Classroom-Based Assessment can be presented in written, digital, visual or audio formats and
it may be supported in these formats through the use of an interview or presentation..
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for example, the suggested length and formats for student pieces of work, and support in using ‘on balance' judgement in relation to the foq
quality and details of the practical arrangements related to assessment of this Classroom-Based Assessment, will be available in separate assessment guidelines for PE. The guidelines will include
Assessment, are a key feature of teaching and learning in schools. Accommodations, e.g. the
support provided by a special needs assistant or the support of assistive technologies, should
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Where a school judges that a student has a specific physical or learning difficulty, reasonable
accommodations may be put in place to remove, as far as possible, the impact of the disability on
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specific needs. For example, a student who cannot physically type may use free dictation software
to complete ongoing assessments and the Classroom-Based Assessment. Equally, a student who
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