Schools move to cognitive assessments instead of entrance exams
At this time of year, thousands of students across Ireland would once have been sitting entrance exams for secondary school - often in unfamiliar halls, surrounded by strangers, under significant pressure.
For many, the outcome would determine whether they were placed in an 'A' or 'B' class, setting the tone for their education from the first day. In recent years, however, this practice has been largely replaced.
Post-primary schools are moving away from traditional written entrance exams in favour of standardised cognitive assessments such as the CAT4, which focus on how students think rather than what they already know.
The change marks a significant shift in how students are placed and supported in first year. While entrance exams previously tested subjects like English, Irish and Mathematics - with some students attending grinds in preparation - the CAT4 (Cognitive Abilities Test) assesses reasoning skills across four areas: verbal, numerical, non-verbal and spatial.
Educators say the CAT4 is not about ranking students or labelling ability, but about helping schools to better understand how each child learns.
The assessment consists of short, puzzle-like tasks and does not require studying or revision.
“CAT4 is not about defining intelligence or placing students in fixed groups,” one Meath school principal said.
“It allows us to see learning styles and offer appropriate support or challenges where needed.”
Unlike the former system, which often resulted in streamed class groups based on a single exam result, many schools now adopt mixed-ability classes in first year. Guidance counsellors also use CAT4 results to begin early conversations with students about their strengths and potential subject preferences in later years.
The change is intended to create a fairer and more supportive transition to secondary education.
Teachers note that the removal of high-stakes entrance exams has reduced stress on incoming students and allows them to begin first year on more equal footing.