Large-Scale Implementation of Formative Assessment: The Case of the Caribbean Primary Exit Assessment in Grenada

• In Event: 61.068 - MTCC Roundtable Session 23
  In Roundtable Session: 61.068-4 - Large-Scale Assessments in the Caribbean: Their Outcomes, Promises, and Challenges

Abstract

This study reports on a large-scale implementation of formative assessment through the internal component of the Caribbean Primary Exit Assessment (CPEA) in Grenada. A mixed-method approach was utilized, with data collected from principals and teachers. Quantitative data were analysed using descriptive statistics and qualitative data coded for themes. Results revealed that while teachers and principals were satisfied with the quality of the training sessions, continuous training was necessary. Additionally, practices such as sharing learning goals and success criteria, and utilising student peer- and self-assessment, were limited within the classrooms. Limited resources, lack of parental support and large class sizes were identified as major impediments to effective implementation of the programme. Continuous training in formative assessment use is recommended.

Authors

• James E. J Young, Caribbean Examinations Council

• Mary Grace-Anne Jackman, The University of the West Indies - Cave Hill