A qualitative longitudinal study of students' experiences of assessment throughout Junior Cycle

This thesis explores the evolving experiences and implications of assessment practices for Junior Cycle (JC)students in one school site in Ireland, through a qualitative longitudinal study. It examines how students conceptualise and navigate assessment, encompassing summative and formative approaches, and framed by the complex connections between sociocultural, institutional and political influences. By centring student voices through a continuous cycle of
study, the research aims to provide a novel understanding of the emotional, cognitive and social dimensions of assessment, illuminating its impact on the students’ academic progression, personal growth and engagement.

Guided by Interpretative Phenomenological Analysis (IPA), the study followed a cohort (n=19) of JC students over a three-and-a-half year period, using interviews, focus groups, questionnaires and sketches to capture their lived experiences.

Findings reveal the dynamics of students’ understanding of assessment through JC - from a performance-driven, high-stakes paradigm to a more holistic perspective that values feedback, the development of skills and self-reflection. However, tensions persist, as summative assessments often dominate perceptions of success, while classroom-based assessments (CBAs), despite their skill-building potential and summative function, are perceived as undervalued in JC terminal grading frameworks. This disconnect leads students to view the
Classroom-Based Assessment (CBA) descriptor as an isolated measure, bearing little weight on their final grade, which in turn diminishes its perceived significance and impact on their overall academic achievement.

The research situates these findings within sociocultural theories of learning, offering theoretical and practical insights while also highlighting the critical role of feedback, the dual purpose of assessment as a tool for both evaluation and learning, and the sociocultural scripts that shape students’ experiences.

This thesis contributes to the evolving discourse on assessment in education by advocating for practices that empower students, enhance equity, and foster meaningful engagement. Its findings hold implications not only for JC assessments but also for the upcoming Senior Cycle reforms, whilst emphasising the transformative potential of integrating student perspectives into educational policy and practice.

Key Words: students, student voice, junior cycle, assessment, sociocultural theory, affordance theory, interpretative phenomenological analysis.