Using Canonical Correlation Analysis to Study the Complexity of Continuous Assessment Practice in Trinidad and Tobago: Policy Implications

• In Event: 14.028 - Educational Change: Examining Policies and Practices in the Caribbean and Africa

Abstract

Assessment reform policy in countries of the Global South includes increased attention on the implementation of continuous assessment (CA) schemes with or without high stakes consequences. Using data generated from a 2010 evaluation of the 2000 CAP implemented in all primary schools in Trinidad and Tobago, canonical correlation analysis (CCA) was used to uncover the complex patterns of relationships between teacher and institutional variables and their influence on different dimensions of continuous assessment practice. Each component was shown to be influenced by different factors and this finding may have significant implications for policy implementation, teacher practice, and achieving promised outcomes

Author

• Jerome De Lisle, University of the West Indies