We’re in step with PEP

WE TAKE note of an article published in your Saturday, May 26, 2018 edition, written by Owen Speid and which raises a number questions pertaining to the introduction of the Primary Exit Profile exams in 2019.

As is implied by the name, the Primary Exit Profile will allow students to move away from what obtained in the Grade Six Assessment Test (GSAT) where students had a one-off sit-down test administered over a two-day period. Instead, PEP will provide a platform for a cumulative evaluation of students over three years. This will be done as follows: Grade 4 – performance task in mathematics and language arts. Grade 5 – performance task in mathematics, language arts, social studies and science

Grade 6 – performance task in mathematics and language arts. A student in grade six will do a performance task in December, an abilities test in February, and the curriculum-based test in April. This disaggregated approach is a deliberate design positioned to alleviate the apprehension and tension usually associated with just two days of testing for GSAT to determine students’ placement in high school.

The creation of a profile or continuous assessment provides a framework for fairness to all students more so than a oneoff test or an assessment confined to a single grade level. It is also in keeping with the 2004 Task Force on Education’s recommendation to “introduce a transferable profile card for each student for recording academic, co-curricular and community activities” (2004 Task Force on Education p.164).

Additionally, PEP will also derive its legitimacy from the National Standard Curriculum, which is grounded in the 4Cs – critical thinking, communication, collaboration and creativity. This new curriculum represents a global shift in education where instruction and assessment are concerned, with not only what the student knows but, more important, what the student can do with that knowledge.

In addition, while there is some merit in the view that selected response items can be used to assess at different degrees of cognitive rigour, these item types are inadequate, by themselves, to test higherorder thinking at the primary level. They are better suited for testing at the tertiary level. Therefore, item types such as matching, multiple choice with explanation, fill-inthe-blanks, short answers and constructed response will form part of the pool from which questions will be framed for the Primary Exit Profile (PEP). Note must be made of the fact that the curriculum is based on intensive research done and is available for viewing and was also validated by Finland, Canada and USA curriculum experts. One of the advantages of the constructed response item type is that it offers the opportunity to demonstrate skills in critical thinking, creativity and communication while virtually eliminating the possibility of guessing. Equally important is that this item type allows for measuring broad areas of content and skills (Mazzeo, Lazer, Zieky; 2010).

Constructed responses are scored using prescriptive rubrics (examination guides) that ensure that all participants in the marking process are adhering to a standard marking scheme. This is supported by four tiers of quality control that ensure that each script is accurately assessed.

We would also want to reiterate information that has been shared in workshops with teachers and at various town hall meetings, namely, that access to the National Standard Curriculum is available to all teachers, administrators as well as members of the public. Log on to www.moeschools.edu, then click on the Central Repository of Educational Content icon.

RESOURCES

There is also a view that resources are inadequate in many schools and questions have also arisen about the availability of textbooks for the new curriculum. Even though resources can positively impact student outcomes, multiple studies have shown that school leadership and teacher quality are more significant determinants of student outcomes (Leithwood, 2004; Nettles & Herrington, 2007; Heck, 2009; Kim, 2015; Mwangi, 2016).

To address the concerns about textbooks to support the new curriculum, the Ministry of Education, through its training of teachers in the New Curriculum, has provided the hard copy of the curriculum for each teacher. In addition, memory sticks were provided along with upload on the curriculum portal mentioned above, so teachers have the opportunity to download and utilise the materials for their lessons.

The ministry has continued its approach of providing relevant texts in accordance with the policy of providing all textbooks, except workbooks for support to the curriculum. In addition, the ministry has prepared resource materials to be provided to each school, commencing in July for the new school year.

Since 2016, the ministry has provided increased resources to support the implementation of the curriculum. These include new grants for all primary schools to procure teaching materials, tablets for primary schools, as well as other multimedia resources. We have already commenced the procurement of additional resources for schools for the new school year to be provided in August.

It is also important to note that textbooks do not precede new curricula. Textbooks are published after the implementation of a new curriculum.

The ministry will conduct its mock assessment for the performance task in mid-June to give students in grade four and five a feel as to what to expect for 2019. In addition, a document outlining sample questions and approach will be sent to the system, including parents in June.

The ministry has conducted more than 10 cognitive labs (practice assessment) with students from 15 schools, and the kids are responding very well to the new approach.

Dr Grace McLean is chief education officer at the Ministry of Education, Youth and Information. Email feedback to columns@gleanerjm.com.

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