Issues arising from these developments and from the changing external environment are considered, including: increased NCCA/SEC collaboration the evolution of curriculum culture including the shift from subject syllabuses (focused on subject content), to curriculum specifications (focusing on learning outcomes) assessment criteria content and performance standards marking schemes and assessment grids pre-ordained grade boundaries and the use of attainment referencing to maintain standards from year to year. Meanwhile, the Department of Education’s Examinations Branch was replaced by the statutory SEC. The education partners became involved during the 1980s, culminating in the establishment of the statutory NCCA in 2002. The Irish curriculum/ assessment relationship was characterised by strict Department of Education control for some sixty years. Drawing on relevant policy documents and interviews with senior National Council for Curriculum and Assessment (NCCA) and State Examinations Commission (SEC) officers, and relevant documentation, the author attempts to redress this imbalance. Curriculum has featured more prominently than assessment in Irish scholarship. Assessment is often described as the tail that wags the curriculum dog.
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