Classroom-Based Assessments

📘 Classroom-Based Assessments Overview

Assessment in our school happens all day, every day. Classroom-Based Assessments, often called CBAs, are specific moments during Junior Cycle where students complete a piece of work that shows their learning, skills and progress.

CBAs are completed in class and assessed by the student’s teacher using national features of quality. They help students demonstrate learning in ways that are not always possible in a written examination.

❓ What is a CBA?⭐ Why CBAs Matter 📊 How CBAs are Reported ✅ CBA Descriptors 📚 Subject Examples 👩‍🎓 Students 👨‍👩‍👧 Parents 🔗 Useful Links

❓ What is a Classroom-Based Assessment?

A Classroom-Based Assessment is an assessment completed by students during Junior Cycle. It is usually completed over a set period of time and allows students to show their learning through projects, presentations, investigations, practical work, written work or other subject-specific tasks.

CBAs may include

Oral presentations
Research projects
Investigations
Practical tasks
Written or multimodal work
Design, planning or reflection tasks

CBAs help students to

Develop confidence
Use subject knowledge in practical ways
Improve communication skills
Plan and manage work over time
Reflect on strengths and next steps
Show learning in different ways

⭐ Why CBAs Matter

CBAs support a broader view of student learning. They allow students to show skills, knowledge and understanding through meaningful classroom tasks.

They form part of the Junior Cycle learning experience.
They give students opportunities to apply learning in real contexts.
They support feedback, reflection and improvement.
They help students develop research, communication, creativity and problem-solving skills.
They are reported as part of the Junior Cycle Profile of Achievement.

📊 How CBAs are Reported

CBAs are assessed by teachers using national features of quality. Students receive a descriptor rather than a percentage mark.

Teachers use the relevant subject assessment guidelines.
Teachers consider the features of quality for the task.
Students receive feedback to support further learning.
CBA descriptors are reported to students and parents/guardians.
CBA descriptors appear on the Junior Cycle Profile of Achievement.

Important: CBAs are not the same as final written examinations. They recognise important learning and skills developed during Junior Cycle.

✅ CBA Descriptors

Students receive one of four descriptors for each Classroom-Based Assessment.

🌟 Exceptional

The work shows a very high standard and demonstrates excellent understanding, skill and engagement with the task.

⬆️ Above Expectations

The work is of a high standard and shows strong understanding, skill and engagement with the task.

✅ In Line with Expectations

The work meets the expected standard for the task and shows appropriate understanding and skill.

🧭 Yet to Meet Expectations

The work has not yet met the expected standard. Feedback will help the student identify next steps for improvement.

📚 Subject CBA Examples

The examples below show how CBAs may look in different Junior Cycle subjects. Students should always follow guidance from their subject teacher.

English

CBA 1 Oral Communication

CBA 2 Collection of the Student’s Texts

Students may complete a performance, presentation, interview or response to stimulus material. Students also build a collection of texts and select pieces for assessment.

View English CBA Assessment Guidelines

Mathematics

CBA 1 Mathematical Investigation

CBA 2 Statistical Investigation

Students investigate mathematical or statistical questions, gather and analyse information, and present their findings.

View Mathematics CBA Assessment Guidelines

Engineering

CBA 1 Engineering in Action

CBA 2 Research and Development

Students investigate real-life engineering applications and communicate their findings through appropriate media.

View Engineering CBA Assessment Guidelines

Wood Technology

CBA 1 Wood Science in Our Environment

CBA 2 Student Self-Analysis and Evaluation

Students explore a wood science issue and later reflect on their coursework, skills, strengths and areas for improvement.

View Wood Technology CBA Assessment Guidelines

Note: This section gives examples only. Full details for each subject are available in the relevant subject assessment guidelines.

🧑‍🏫 Feedback and Review

CBAs are designed to support learning. Teachers provide feedback to help students recognise what they have done well and what they can improve next.

Students should use feedback to improve future work.
Teachers use national features of quality when making judgements.
Subject departments engage with guidance and review processes to support consistency.
Parents/guardians are encouraged to discuss CBA feedback with students.

👩‍🎓 For Students

Listen carefully to your teacher’s instructions.
Use the success criteria and features of quality.
Plan your work and do not leave everything until the last minute.
Ask questions early if you are unsure.
Keep drafts, notes and research organised.
Use feedback to improve your next piece of work.

👨‍👩‍👧 For Parents/Guardians

Encourage your child to engage fully with CBA work.
Ask your child what task they are working on and what the deadline is.
Support organisation at home, especially with research, drafts and presentation preparation.
Encourage your child to act on teacher feedback.
Contact the school if you have any concerns about deadlines or support needs.