The Leaving Certificate agricultural science exam presented students with a mix of challenges and opportunities, according to educators. Teachers noted that while some questions were unexpected, the overall structure allowed for a range of choices. Catriona Hendry, an agricultural science teacher at The Institute of Education, highlighted that the exam featured several novel twists that may have caught students off guard. Notably, there were no diagrams outside of experiments and no lengthy questions focused on specific crops.

Peter Keaney from Wilson’s Hospital School observed that the higher-level paper was fair across all course areas. He pointed out that short questions provided viable options for students to navigate successfully. Some straightforward questions required specific knowledge without room for reasoning, such as those on Blackleg and farming implements.

Hendry remarked on certain deviations in the short question section compared to previous years. For instance, question eight addressed the nitrogen cycle but required a full-page answer box typically reserved for long questions, which could leave students uncertain about how much detail to provide. Question twelve also diverged from norms by drawing material from various topics rather than sticking to one theme.

In the long question section, candidates faced a challenging animal enterprise question related to beef and dairy production that many might find daunting due to its complexity. However, Hendry emphasized the importance of moving past difficult questions rather than getting stuck.

A positive aspect was the return of Specified Practical Activities (SPA), which examined soil experiments directly from the curriculum—a welcome change after their absence in previous exams. The genetics question was comprehensive but followed by a tough plant identification task.

Hendry described another question involving food conversion ratios as familiar territory for those who had practiced with past papers but noted it included contemporary elements like assessing an AI summary—an innovative approach reflecting current trends in agriculture.

The final graphing question required students to create graphs from scratch rather than extrapolating from given data—a new format likely unexpected by many examinees. Overall feedback indicated this year's exam balanced challenging elements with manageable tasks, making it a well-rounded assessment despite its curveballs.

Original article

The text on the Leaving Certificate agricultural science exam presents a complex web of biases and manipulations that warrant close examination. One of the most striking aspects is the cultural and ideological bias in favor of Western, capitalist agriculture. The text assumes a familiar knowledge of farming implements, Blackleg, and other specific crops, which may not be relevant to all students, particularly those from non-Western or marginalized communities. This assumption reinforces a narrow, Eurocentric understanding of agriculture and neglects diverse perspectives from around the world.

Furthermore, the text's language and structure reinforce a neoliberal ideology that prioritizes individual achievement over collective well-being. The emphasis on "choices" and "options" for students to navigate successfully creates a narrative that blames individuals for their own success or failure, rather than acknowledging systemic inequalities or structural barriers. This framing obscures the role of power dynamics in shaping educational outcomes and reinforces a meritocratic myth that ignores historical injustices.

The text also exhibits linguistic and semantic bias through its use of emotionally charged language. Words like "challenging," "daunting," and "curveballs" create a sense of drama and tension around the exam experience, which may be alienating for students who have already faced significant obstacles in their educational journey. This language choice also implies that students are responsible for their own emotional well-being during the exam process, rather than acknowledging the potential impact of stress on mental health.

In terms of selection and omission bias, the text selectively highlights certain aspects of the exam while ignoring others. For example, it mentions that there were no diagrams outside of experiments but fails to discuss whether this was an improvement or regression from previous exams. Similarly, it notes that question eight addressed the nitrogen cycle but does not provide context about why this topic was chosen or how it relates to broader agricultural issues.

Structural and institutional bias are also present in the text's discussion of Specified Practical Activities (SPA). The return of SPA is framed as a positive development without acknowledging potential criticisms about its relevance or effectiveness in assessing student learning outcomes. This lack of critical evaluation reinforces an uncritical acceptance of existing power structures within education systems.

Confirmation bias is evident in Hendry's statement about moving past difficult questions rather than getting stuck. While this advice may be well-intentioned, it assumes that students have equal access to resources and support outside of class time – an assumption that ignores systemic inequalities in access to education resources.

Framing and narrative bias are apparent throughout the text's story structure. The narrative begins with educators noting challenges but quickly shifts to highlighting opportunities for student success – creating an overall impression that challenges can be overcome through individual effort alone. This framing neglects broader structural issues affecting education outcomes.

When evaluating sources cited within the article (i.e., Peter Keaney), one must consider their ideological slant: both authors appear to hold centrist views on education policy; however these views do not necessarily reflect all perspectives within agricultural science teaching communities worldwide; thus reinforcing Western-centric narratives surrounding scientific inquiry practices amongst youth today