The Caribbean Examiner - E-Testing - Are you ready?

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Caribbean Science ad.indd 1 28/09/2016 09:49

THE CARIBBEAN EXAMINER
www.cxc.org OCTOBER 2016 3
IN THIS ISSUE
THE CARIBBEAN EXAMINER is a publication of the CARIBBEAN EXAMINATIONS COUNCIL © (CXC)
EDITOR-IN-CHIEF: Mr Glenroy Cumberbatch • EDITOR: Mr Cleveland Sam
LINE EDITORS: Dr Sandra Robinson and Dr Victor Simpson PLEASE SEND YOUR COMMENTS TO:
The Caribbean Examiner, CXC, Prince Road and Pine Plantation Road, St Michael, Barbados
e: CXCezo@CXC.org • w: www.CXC.org • ISSN 2071-9019
FOCUS: CXC E-TESTING
5 Are You Ready for E-testing?
Sandra Thompson
8 What is an E-test?
9 CXC Rolls out E-testing
Stephen Savoury
10 Features of the E-testing Platform
11 Electronic Testing Benefits
Special Needs Candidates
Dianne Medford
13 Electronic Testing Security Features
Decentice Small
14 Dominica’s Convent High School
Welcomes E-Testing
Michael Peters
16 E-testing Mathematics
in Sint Maarten
Yvette Halley
18 Candidates Perform
Better on E-Tests
Glenroy Cumberbatch
19 CXC Team Visits
ETS on Study Tour
Carol Granston
20 E-Authoring,
the New Item Bank
Alton McPherson
CXC NEWS
22 CSEC Visual Arts
Give Students Advantage
Cleveland Sam
24 CSEC Performance
Remains Steady
26 CAPE Performance
27 New Officers
28 Green Engineering
The Science of the Century
Dr Paulette Bynoe
30 “Green” the Way to Go
Cleveland Sam
ABOUT THIS ISSUE
This issue provides
you with all you need to
know about electronic
testing, CXC’s next game
changer in examinations
administration. Articles
focus on various aspects of
e-testing: security, systems
requirements, features of
the platform, benefits to
candidates with special needs
and CXC roll-out plans. The issue
also reports on the Visual Arts
Exhibition in St Lucia, the launch of
CAPE Green Engineering syllabus,
and performance in the May/June
examinations.

4 OCTOBER 2016 www.cxc.org
The fundamental
purpose of edu-
cation is to de-
velop a citizenry
which contributes
to the social and
economic devel-
opment of fami-
lies, communities
and countries. In
this regard, in the
post-independent
Caribbean, edu-
cation became a
social construct funded primarily by govern-
ments to ensure access, equity, quality and
efficiency in the system.
Education systems have been designed
to prepare the population for life, work and
further education. The curriculum is the
instrument used to engage all learners in
acquiring the knowledge, skills and attitudes
required to make all countries places to live,
play, work and invest.
Regional Context
Many things have changed since 1972;
some more drastically than others. Despite
the fact that many more people are taking
examinations and being certified, there
appears to be an increase in crime and
violence, unemployment amongst the youth
and a workforce that is uncertified in the
areas critical for advancing our economies.
There may be several reasons for this.
Firstly, the economies of the Region
have changed and have become
predominantly service economies. These
service economies require workers who
are equipped with key 21st Century skills.
The 4Cs, Communication, Collaboration,
Critical thinking and Creativity, are deemed
essential for living and working in this
century.
It is therefore critical that the curriculum
activities which promote problem-based
learning as an additional tool to be used
in the acquisition of knowledge, skills and
attitudes. This approach will give learners
greater opportunity to work in groups, to
be active participants in their learning and
gain knowledge through increased social
interaction which will prepare them for life
in the real world.
FROM THE REGISTAR’S DESK
PURPOSE OF EDUCATION
Secondly,theemphasisonstudyingand
looking for a job after completion of studies
should include a viable option of creating
one’s own legal employment. CXC has
introduced a set of New Generation CAPE
subjects which provide opportunities for
cultivation of the 4Cs as well as a foundation
for the creation of employment for self and
others. The subjects are: Animation and
Game Design, Agricultural Science, Green
Engineering, Performing Arts, Logistics
and Supply Chain Operations, Tourism,
Entrepreneurship, Physical Education and
Sport and Digital Media.
Thirdly, over the last decade, ICT tools
have become ubiquitous in all facets of life,
including education. There is greater use
of ICT in all aspects of education, as tools
for teaching, learning, collaborating and
assessment become more readily available
and affordable. The existing educational
landscape is described as having ‘digital
students in analogue classrooms’. The
classroom layout, teaching approaches
and assessment tools have not changed
to make greater use of the curiosity of the
digital native learners and the technological
skills they have acquired from their use of
technology.
CXC Intervention
CCSLC is a good example of CXC
effort to introduce the 4Cs in the curriculum
as a foundation programme for secondary
school students and a starting point for
those who have not yet developed the
required competencies. In 2007, CXC
introduced the Caribbean Certificate of
Secondary Level Competence (CCSLC). In
2014 CXC commissioned the UK NARIC to
undertake an international benchmarking
study of the CCSLC. The focus of the
study was to provide an evaluation of the
CCSLC qualification through analysis of its
core components against standards in the
Australian, Canadian, United Kingdom and
United States secondary education systems.
Findings from the benchmarking activity
indicate that “there appears to be a general
consensus that the programme represents
a clear step forward in developing students’
overall aptitude in terms of critical thinking,
problem solving and communication.” It
continued, “In conclusion, the study has
found that the overall aims of the CCSLC
have been well reflected in the design of
the programme. Alongside traditional subject
knowledge, the subject syllabuses are clearly
underpinned with a core set of objectives
related to the development of critical thinking
and problem-solving skills that will help
prepare students for higher level secondary
studies in the CXC Participating Countries,
but also provide them with a range and
breadth of skills that should enable them to
integrate with secondary studies in the four
international systems examined. The CCSLC
can be considered broadly comparable to
successful completion of Key Stage 3 (Year
9) in the UK and Year 9 in Australia, Canada
and the USA”.
In addition, CXC has made available
to all learners free resources which can be
accessed via the CXC store at www.CXC-
store.com. The resources include syllabuses
for all subjects, subject reports and exemplars.
There is also the free online Notesmaster
learning portal, www.Notesmaster.com and
scheduled webinars which can assist with
preparation for examinations.
CXC, in collaboration with its partners,
produce Study Guides that are designed by
subject matter experts to mirror the syllabus
and are designed as consolidated texts to
facilitate leaners’ completion of CXC studies.
The Study Guides can be added to schools’
booklists although there is a cost for these
resources.
Education systems have been
designed to prepare the population
for life, work and further education.
Mr Glenroy Cumberbatch
CXC Registrar

Are centres/schools or territories
getting ready for e-testing?
E-testing will be administered using
a specially-designed platform which can
only be launched if minimum hardware and
software requirements, as specified by CXC,
are met. All Participating Countries, schools
and examination centres were therefore
provided with a list of these minimum
requirements as well as recommended and
other requirements that will be supported
by the system.
What are the requirements
for readiness?
The minimum requirements for
readiness include Windows Vista to
Windows 10, Macintosh OSX 10.8 – 10.11,
Windows browser. See table of system
requirements on page 7.
The safe browser is a web-based browser/
software which would be downloaded onto
each computer before the candidate can pursue
the examination. Candidates would be unable
to switch from the examination [assuming that
the program/exam would still be running] to
another program to search for information to
assist with their responses to questions while
the exam is progress. The safe browser will be
provided by CXC through the Local Registrar
in each territory.
The e-testing platform is so designed
that unless the safe browser is installed on
the computer, the candidate cannot attempt
the examination without the examination
supervisor’s intervention. Once this software is
installed, the computer is automatically changed
to a secure workstation which would prevent
the candidate from accessing any unauthorized
local or online resources (websites, applications
etc.) for the duration of the examination.
For candidates with special needs to
use programs such as Job Access with
Speech (JAWS), for example, the safe
browser would not be installed. In those
circumstances, the supervisor will be issued
with a password to disable the safe browser
on the computers of those candidates
ONLY. Prior to the particular examination,
the supervisor will be given a list of all the
candidates who fall into the special needs
category and their respective conditions.
“Special” candidates are those persons who
have a challenge, e.g. candidates who are
deaf, dumb or visually impaired.
For candidates requiring extra time to
complete the examination, the supervisor
will also be responsible for accessing the
e-testing platform and allocating the extra
time that was approved for those candidates
prior to the examination. Candidates who
need to work with larger fonts would be
ARE YOU
READY FOR
E-TESTING?Sandra Thompson, Assistant Registrar
- Examinations Administration and
Security Division speaks about E-Testing
readiness with the Caribbean Examiner.
The e-testing platform is so
designed that unless the
safe browser is installed
on the computer, the
candidate cannot attempt
the examination

instructed on how to adjust the font size.
Only candidates with special needs,
and who indicated at registration will be
allowed extra time.
How will candidates access the
electronic examination?
Requirements for Internet access
There are three ways in which the
examination may be delivered:
1. Fully online: The candidate
downloads, completes and submits
the examination online ONLY.
Uninterrupted Internet access is
required if the centre is pursuing the
examination using this method.
2. Partially online: The candidate
downloads, caches and completes
the examination, then uploads it
to the CXC examination server
subsequently.
3. Fully offline (no Internet): The
examination is cached before the
day of the examination and sent to
a special server with a code. On
the day of the examination a special
password is given to decrypt the
examination which is then cached to the
individual computers. On completion of
the examination, the script is uploaded
to the CXC examination server.
What about the reliability of
electricity supply?
As part of the preparations for e-testing,
all examination centres must ensure that they
have an efficient electricity supply. Centres
using laptops must ensure that they are fully
charged, and that desktops are connected to
uninterruptible power supply, surge protectors
and a back-up generator. CXC recommends
that all test centres have two or three back-up
computers available for use by candidates so
that the process would not be delayed, should
any of the computers malfunction.
How would centres
know they are ready?
To determine that they are ready for
e-testing, centres would need to evaluate
their own computer hardware and software
to ensure that they meet the minimum
requirements using the specifications that
were provided by CXC as a guide, and that
the equipment is in good working condition.
Centres should also ensure that their IT
personnel, supervisors and invigilators are
trained, as recommended by CXC, with at
least a basic knowledge of the computer
and its applications and their uses, as these
persons would be expected to interact with
the e‑testing platform examination as required.
For example, at any given time a centre
may encounter unregistered candidates or
candidates going to the wrong centre due to
some hardship. In such cases, the supervisor
would be required to access the platform
to register these candidates on the spot
and issue them with a temporary username
and password to enable them to take the
examination.
Territories declare their readiness for
electronic testing via the respective Local
Registrar with whom CXC liaises, and can
indicate the number of subjects it can
offer electronically. Training sessions were
conducted with Information Technology
Officers in the region on 29 September
and 3 November 2016, and online training
was conducted for supervisors. CXC also
recommends that for each territory, an IT
officer be stationed at each centre to assist
the supervisors on the day of the examination.
Alton McPherson,
Sandra Thompson
and Marvin Dillon
IT Officer from the
Overseas Examinations
Commission, Jamaica
during the IT Officers
training
E-testing will be
administered using
a specially-designed
platform which can
only be launched if
minimum hardware
and software
requirements, as
specified by CXC,
are met.
E-TESTING
are you ready?

LINUX is NOT supported for students taking an exam in Inspera Assessment.
SAFE EXAM BROWSER: The Safe Exam Browser prevents cheating by locking down access to resources on the candidate’s computer
as well as access to online resources for the duration of the examination. It is a web based browser environment which enables
the Council to carry out the electronic examination safely. By installation of the software, computers are automatically changed to a
secure workstation which prevents candidates from accessing unauthorised resources, like other websites and applications, during
an examination.
How would e-testing be
managed on the day?
CXC will have overall responsibility
for administration of the electronic testing,
and a command centre would be set up to
provide helpdesk services and support to
the various territories. However, since it
would be difficult for CXC to manage every
situation that may arise on any given day for
all territories and centres, it is recommended
that each centre respond to technical
difficulties that may be experienced by
candidates on the day of the examination.
At the centre level, the supervisor, invigilator
andITofficerwouldrespondtoanyproblems
encountered and those issues that cannot
be handled at that level would be escalated
to CXC’s central command centre.
What is being done internally
to prepare for e-testing?
At CXC, all staff of the Examinations
Administration and Security Division were
issued with usernames and passwords
for the platform and they have been
familiarizing themselves with the system.
In addition, specific staff were identified to
work on the Service Desk and Help Desk
teams, and at least one assimilation was
done on the “live” platform on the delivery
and monitoring of a test.
Practice for candidates
CXC plans is to have practice tests
uploaded to the e-testing platform and issue
temporary passwords to the Local Registrars
for distribution to the schools/centres so
that candidates may access the system and
take practice tests at will. In addition, the
platform will be used to pre-test candidates
on the Caribbean Certificate of Secondary
Level Competence (CCSLC) examinations
in November 2016 which will provide an
additional opportunity for candidates to
familiarize themselves with the program
in a setting similar to the January CSEC®
examinations which were done under
proctored conditions. At this stage, CXC
is not in a position to offer e-testing to
candidates at home.
CXC is getting ready!
Sandra Thompson is a member of the
e-testing implementation team at CXC.
MINIMUM CENTRE REQUIREMENTS FOR CXC ELECTRONIC TESTING
Minimum Recommended Full Supported List
Windows 7 Windows 10 Windows Vista, Windows 7, Windows 8/8.1, Windows 10
Mac OSX 10.8 MAC OSX 10.11 OSX 10.8, 10.9 10.10, 10.11
SAFE EXAM BROWSER (SEB)
SEB for Windows 2.1.1 SEB for Windows 2.1.1 SEB for Windows 2.1.1
WINDOWS BROWSERS
Edge (Current version) Edge (Current version) Edge (Current version)
Microsoft Internet Explorer 10 Microsoft Internet Explorer 11 Microsoft Internet Explorer 10,11
Chrome (Current version) Chrome (Current version) Chrome (Current version)
Firefox (Current version) Firefox (Current version) Firefox (Current version)
MAC BROWSERS
Safari 6 Safari 9 Safari 6,7,8,9
Chrome (Current version) Chrome (Current version) Chrome (Current version)
Firefox (Current version) Firefox (Current version) Firefox (Current version)
MINIMUM REQUIREMENTS FOR THE CONDUCT OF ELECTRONIC TESTING

There is a plethora of definitions for
electronic testing. However, there is no
definitive or absolute definition, even though
there is agreement on some aspects of what
constitutes e-testing.
Electronic testing is called by other
names such as electronic assessment,
e-assessment, computer assisted/
mediated assessment and computer-based
assessment. In this nomenclature there
is agreement that e-testing involves the
use of information technology to carry out
various forms of assessment or test.
The Council for Curriculum,
Examinations and Assessment (CCEA)
describes e-testing as a test that replicates
or replaces paper-based tests with a
computer screen. Any one qualification may
employ one or any combination of methods
to take e-testing to the computer screen.
The e-Assessment Association describes
electronic testing or E-testing is “a rapidly
growing area of e-assessment involving the
delivery of examinations and assessments
on screen, either using localised computer
or web-based systems.”
Ayo et al. (2007) defines e-testing
as “a system that involves the conduct
of examinations through the web or the
intranet.” They suggest that it could be
provided using a dedicated system or it can
be included as a module part of a Learning
Management System (LMS).
E-testing enables the use of a variety of
assets made possible with new technologies
that could not be easily replicated on paper,
such as videos, audio clips, hyperlinks,
animation, interactive quizzes. Further
possibilities for e-testing include the use of
full ICT interactivity. This refers to the use
of virtual situations requiring the candidate
to process information to arrive at the
required solution. All these tools combine
to could make assessment design and
implementation more efficient, timely, and
sophisticated.
Various examining boards use different
types of software to run their e-test, ranging
from commercial, to proprietary, to open
source.
E-assessment is typically categorised
into three groups according to Cook and
Jenkins (2010), Crisp (2011) and JISC (2007).
These are:
• Diagnostic assessment:
assessment at the beginning of the
course to gauge the knowledge levels
of students;
• Formative assessment:
assessment during the implementation
of the course to clarify the learning so
far and to identify needs for additional
teaching;
• Summative assessment:
assessment at the end of the course in
order to define grades for students.
Crisp (2011) has introduced a
fourth assessment type – integrative
assessment – which the purpose is to
influence a student’s future learning
based on feedback received from a
teacher, other students or through
self-evaluation.
The main users of e-testing
are educational institutions and
examinations bodies such as CXC.
Companies, international organisations
and some governments also use
e-testing for job training and selection
purposes.
WHAT IS AN
E-TESTThe Council for
Curriculum, Examinations
and Assessment (CCEA)
describes e-testing as
a test that replicates or
replaces paper-based tests
with a computer screen.
E-TESTING
are you ready?
Various examining boards
use different types of
software to run their e-test,
ranging from commercial, to
proprietary, to open source.

CXC ROLLS OUT E-TESTING By Stephen Savoury
“Either you’re an agent of change,
or you’re destined to become a victim of
change.” Beverley Kinghorn
CXC has always been the former
– agents of change in assessment in the
Caribbean - and this time it is no different. In
our quest to support the preparation of the
Ideal Caribbean Citizen for relevance and
recognition in the context of a global society.
CXC is charting a new course that
will continue to transform the learning and
assessment environment that shapes the
experience and builds on the competencies
of its learners.
Assessment methodologies adopted
from global best practices have always
been used to drive and model the learning
practices which are required to shape
a globally competitive people in the
Caribbean. This perspective continues to be
central to CXC’s strategy and is now borne
out in a plan to move to our newest initiative:
a phased introduction of electronic testing.
E-testing presents our partners with
an innovative way to accelerate their
learning and assessment objectives while
keeping pace with the current global testing
modalities. Additional advantages of this
approach reported by researchers and
other users and anticipated by CXC include:
development of 21st
century technology
skills by learners and test-takers alike;
strengthening the link between teaching,
learning, and assessment; ubiquitous use
of technology for life and preparation of
learners for the digital life; acceleration
of the exposure of teachers, parents and
other stakeholders to teaching for digital
modalities and environments; provision of
better stimuli for more authentic candidate
experience during learning and testing
activities; increase in the number and
frequency of tests and the number of test-
takers.
Among the key operational benefits
of e-testing for CXC are that when the
system is fully operational, test data can
be sent immediately to CXC and results
can be issued sooner via a fully on-line
marking system. In addition, predictive and
statistical analytics can be done earlier on
the information received resulting in better
decision making at the ministry, school, class
and individual levels in the region.
E-testing will, in the near future, offer
greater flexibility in allowing learners to take
their assessments at a time when they are
ready to be assessed and not just at two
points in time as now exists. The flexibility
of location and test times leads to greater
learner engagement and faster turnaround
for the more gifted and/or determined
learners when trying to accelerate their
progress.
In addition to all the above, it should
be noted that reduced paper usage and
reduced administration time add to the cost-
saving benefits of e-testing.
CXC’s rationale is therefore considered
sound and in keeping with the Council’s
vision to be the catalyst that assures the
development of the global human resource
potential of the region. By seeking to achieve
this goal, CXC is making a statement to
expand further its range of service offerings
to its partners and to widen the scope of its
engagement with its stakeholders, all in an
effort to equip better our region for global
success.
HOW E-TESTING WORKS
Paramount to the success of e-testing at
CXCistheclearanddeliberatechoiceofaset
of models and approaches that will take us
forward. After much research and planning,
CXC has determined that our overall schema
for implementation will follow a joined-up
methodology, incorporating a seamless
transition from question development
to results management. In following the
procedure and journey through and as
outlined above, tests will be compiled and
pre-viewed in our e-authoring tool, for both
electronic and paper-based tests. Once the
compiler/test developer is satisfied with the
test, it then goes through a series of reviews,
and on successful conclusion, will then be
packaged and exported into the preferred
delivery system either as a single electronic
or single paper-based test or part of the
dual system (Paper/Computer Based Testing
(CBT)) deployed.
Diagram 1 explains this process.
Summary
E-testing provides the region with
an unprecedented opportunity to lift
the region’s assessment standards and
move the engagement process in the
region to another level. It is expected
that territories will embrace this new
frontier with enthusiasm and engage with
their own local stakeholders to provide
the necessary infrastructure that will be
required. CXC will provide all necessary
materials, practice forums and help desk
services to assist the region in getting ready
for the implementation and progression of
this initiative.
Stephen Savoury is the Director of
Operations at the Caribbean Examinations
Council.
Diagram 1

The Caribbean Examinations Council
(CXC) as a large-scale testing organization
will utilize the services of an electronic
testing system that is in sync with its quality
assurance standards to offer its first e-test in
January 2017. Among the required standards
for the testing system are:
Track Record – A proven track record
of delivering high-stakes, high-volume
onscreen tests for a range of organisations,
test types, and student ages.
Usability – The effectiveness, efficiency
and overall satisfaction of the user are of
vital importance to CXC. As a result, the
testing system should have the following
qualities:
• Intuitive design – nearly effortless
understanding of the architecture
and navigation of the site
• Ease of learning – speed at which a
new user can accomplish basic tasks
• Efficiency of use – speed at which
an experienced user can accomplish
tasks
• Memorability – ease with which a
user who visited the site, can
remember enough to use it
effectively in future visits
• Error frequency – frequency with
which users make errors while using
the system
• System Security – Well-proven
security and fault tolerance to
ensure that data is protected
and tests will not be disrupted,
regardless of local infrastructure
issues.
Technology-Enhanced Items
There is no doubt that the next
generation of assessments for the 21st
Century will consist of a variety of innovative
item types that will be best assessed using
computer-based testing (CBT). The range
of item types should support rich media
interactions and stimuli. In the near future,
FEATURES OF THE
E-TESTING PLATFORM
CXC intends to introduce technology-enhanced
questions types such as videos and animated
gifs stimuli, drag and drop, hot spots and cloze.
Accidental submission
A candidate should not be able to submit
an exam accidentally. During the sitting of a 45
item exam the candidate is not given a button
to submit the exam until that candidate clicks
item 45. At this time the next button changes
to deliver Only then should the candidate be
able to submit/deliver, the exam. In addition, the
candidate should be required, having clicked
“deliver” to confirm delivery or return to the
exam.
Test security
While it is not possible to eliminate cheating
and illegal use of items, the proposed online
delivery platform should be configured to
have in-built procedures and mechanisms to
minimize these adverse effects. The system
should require that all tests are taken using
a lockdown browser. Each candidate should
be issued a password for the test. As soon as
all candidates are settled within the proctored
environment the invigilator should be able to
issue another password, referred to as a day
password, for the test being taken.
Upload offline delivery
The candidate should be able to submit
the results of the test in the event that the he/
she has lost Internet connection. The system
should also provide the facility that allows a
centre to administer that test without Internet
connection.
As we take a bold step into the exciting
world of computer-based testing, CXC intends
to hold true to its mission to provide the
region with valid and reliable examinations
of international repute for students of all
ages, abilities and interests in the most cost-
effective way.
Eleanor McKnight,
Assistant Registrar
- Examinations
Administration and
Security Division
(R), and Ms Yvonne
J Pelswijk IT Officer
in the Ministry
of Education,
Suriname during
the IT Officers
training
E-TESTING
are you ready?

The implementation of electronic
testing and the transition from paper-based
testing is a major operational change for
the Council. Since the examinations will be
delivered electronically, there are obvious
benefits such as reduced paper usage;
faster delivery of the examinations; greater
security; and easier processing – all of
which should combine to produce earlier
issue of results. An additional, though not
obvious benefit, is the effect of this change
on candidates with special needs.
The Council endeavours to ensure that
all candidates, including candidates with
special needs, are allowed to demonstrate
their abilities under assessment conditions
ELECTRONIC TESTING
BENEFITS SPECIAL NEEDS CANDIDATES
By Dianne Medford
that are as fair as possible. Where standard
assessment conditions could disadvantage
candidates with special needs by preventing
them from demonstrating their true
levels of attainment, special assessment
arrangements (accommodations) may be
requested. Current official supporting
documentation, for example, psychological
evaluations, must be submitted with each
request. The accommodation requested
should also be the candidate’s normal way
of working.
Each year, the Council receives
applications for accommodations from
candidates in most of the Participating
Countries. In the paper-based examinations
system, when an accommodation is granted
by the Council, written approval is issued to
the Local Registrar and copied to the relevant
principal. The Local Registrar selects and
assigns any facilitators, for example, scribes,
readers and Interpreters for the hearing
impaired, and then tasks the supervisor at
the centre with the responsibility of ensuring
that the approved accommodations are in
place for the candidates.
The most frequent requests received
are for additional time in the examinations.
Most requests, such as those for additional
time, can be easily facilitated, while others,
such as requests for electronic question
papers, require greater processing because

the accommodation requires significant
changes to the paper-based operation. The
introduction of electronic testing is expected
to enhance significantly the delivery of
examinations and increase access to
accommodations for the examinations. The
following comparison of the processing
of specific accommodations in the two
systems – paper-based versus electronic
testingshould confirm this:
Additional Time
In the current system, the supervisor/
invigilator uses the list provided by the
Local Registrar, identifies candidates in the
examination room who have been granted
additional time, notes the specific quantity of
time allocated to each of these candidates
and ensures that these candidates complete
the examination within the specified time.
In a more efficient process, the
scheduling component of the electronic
testing system can be used by the
administrators at CXC to allocate the
additional time to individual candidates prior
to the examination. When the candidate
accesses the examination, the time allocated
for the examination is automatically updated
to include the additional time which has
been approved.
If an emergency or hardship occurs
during an examination, the scheduling
component can also be utilized by the
supervisor to allocate additional time to
specific candidates or to the entire class,
as required. It must be noted that such
changes are audited by the software
and monitored by the administrators at
CXC. More importantly, supervisors are
required to submit reports and supporting
documentation when additional time
awarded was not previously granted by
CXC.
Modified Question Papers
Candidates who are visually impaired
often request modified question papers.
Enlarged print question papers
While requests for Braille question
papers declined in recent years, requests
for enlarged print question papers have
increased. To facilitate requests for enlarged
print question papers, the size of the font of
the original question paper is increased 141
per cent and the papers are printed. These
papers are often large and cumbersome.
In the electronic system, candidates can
access enlarged text by adjusting the size
of the font displayed on the screen to suit
their requirements.
Electronic question papers
An increasing use of screen reader
software by the visually impaired has
resulted in a growing number of requests
for question papers on CD from many
visually impaired candidates who use
screen readers to access their examinations.
Centres are required to provide the relevant
devices, compatible software and the screen
reader software, while the Council provides
the question paper on compact disk.
Electronic testing greatly simplifies
access to the screen reader since all
question papers are provided in electronic
format.
Readers
Candidates with reading difficulties
usually request the use of a reader.
Currently, persons who meet specific
criteria developed by CXC are appointed
by the Local Registrar as readers for these
candidates. However, when reading the text,
these readers may by inflection, introduce
nuance and meaning. Therefore, these
readers are not appointed for examinations
in which reading is being tested since this
could compromise the assessment.
A computer reader does not interpret
text in the same way. It is therefore often
considered an acceptable accommodation,
even when reading is being tested. The
extensive use of electronic testing systems
could result in candidates having greater
access to this facility.
Word Processors
Requests are often received for the
use of a word processor to facilitate the
production of legible responses. In the
paper-based system, the centre is required
to provide a word processor with the
spelling, grammar check, and any predictive
text facility, disabled for the examination.
The candidates’ completed responses must
then be printed and sent to the marking
centre. In the electronic testing system,
all candidates will have access to the same
technology. There will be no need to
request the use of a word processor.
Requests for alternative
modes of testing
Candidates utilize varying learning
styles and sometimes requests have been
received for an alternative to the paper-
based test. Electronic testing provides one
such alternative.
Conclusion
The introduction of electronic testing
in not a solution for all of the challenges
experienced in assessing a candidate
population with varying needs. However,
it permits the inclusion of multimedia
and new modes of assessment in the
examination process. For example, the
addition of videos, sound clips and coloured
images should make the process more
engaging. The ability to include gaming
and simulations will make the “writing” of
examinations a much more interactive and
candidate-friendly experience. Ultimately,
the use of electronic testing will not only
improve the overall examination process
but will also be supportive to candidates
with special needs.
Dianne Medford is Assistant Registrar –
Examinations Administration and Security
Division at CXC.
The Council endeavours to ensure that all
candidates, including candidates with special
needs, are allowed to demonstrate their
abilities under assessment conditions that are
as fair as possible.
E-TESTING
are you ready?

Electronic testing has been around for
a number of years in the form of Prometric
Testing which some of us may be familiar
with. This type of testing has its security
challenges because it is done online. Some
of these challenges include the following:
• securing test takers’ personal
information
• securing tests from online theft
• securing exam equipment from
unauthorized access.
The following information describes
how the integrity of the online test process
can be ensured by using such methods as
secure browsers, encryption and penetration
testing.
Secure Exam Browser
These types of browsers are designed
to be used on test takers’ machines. They
are designed to “lock down,” that is, secure
a computer, so that a test taker cannot use
unauthorized resources, such as browsing
the Internet for answers to questions on the
exam. The browser is also used to regulate
the test takers’ access to utilities such as
USB ports. These browsers are installed
on all test takers’ computers within an
examination centre and can be installed on
remote computers as well.
Encryption of Exams
In order to secure examinations from
unauthorized access, encryption can be
used in a number of ways. Encryption can
be used to secure the delivery of the exams
from an exam server to the exam centre or
to test takers’ computers. This is called end-
to-end encryption which ensures that while
exams are being transmitted across the
Internet, there is no loss of information in the
event that hacking occurs. The encryption
used today has not been broken as yet and
is based on the principle of using two large
prime numbers that are multiplied together
to create a key. It is extremely difficult to do
ELECTRONIC TESTING
SECURITY FEATURESBy Decentice Small
the opposite, that is, take a large number
given it has two prime factors and find them.
This is called the Rivest-Shamir-Adleman
(RSA) encryption algorithm.
Encryption is also used to secure
examinations that are being stored offline,
that is, on a computer or storage device
outside of the online exam server. USB
drives, hard drives, external hard drives and
any other storage devices are protected in
this way.
Penetration Testing
Penetration testing is used to determine
if an exam server or “platform” is secure
from hacking. An independent external
company is engaged to perform this
test to ensure impartiality and that the
test is rigorously done. This test is done
without the input of the organization which
requested it or the product owner. The test
date is not advertised to the organizations
involved and the results are shared only
with the organization that requested the
penetration test. This test checks for a
number of problems that may occur in
online exam platforms, such as Structured
Query Language (SQL) exploits, which can
compromise a database to the extent that it
allows a hacker to steal exam papers or test
takers’ personal information. For example,
code injection can be used by an attacker
to introduce (or inject) code into vulnerable
programs on the server and change the
execution of the program. This then allows
an attacker to gain unauthorized access to
information.
Physically Securing Exam Centres
Another important aspect of security
that is often overlooked is physical security.
This aspect of securing exams is important
because it can most often be the weakest
link in the security chain. In this form of
security, preventing unauthorized access
into secure areas must be considered to
ensure that no unauthorized material or
device is brought into the exam room.
In order to ensure compliance by test
takers, secure areas are restricted to staff of
the exam centre only and access to these
areas is usually given only if personnel have
an authorized pass to access these areas.
Staff members are also trained to be vigilant
to recognize any unauthorized persons who
are prohibited entry from these areas.
Equipment within these areas is
secured by encrypted passwords which
are changed regularly in order to reduce the
likelihood of them being compromised. The
equipment is also secured physically behind
locked doors and is either secured to the
floor or by means of a metal strap attached
to the wall or the floor.
This form of security also involves the
training of users in password management
and social engineering techniques. Social
engineering is the method of obtaining
sensitive information from a user by
engaging in casual conversation or by
pretending to be a boss, an IT administrator
or even someone from human resources, in
order to obtain information such as users’
passwords.
Conclusion
Electronic examinations are secured
by a varied number of techniques, some
of which have not been mentioned here.
These exams are safe to take; however, test
takers, examiners and exam portal owners
must be vigilant in order to ensure that
the necessary security measures that are
implemented are adhered to. They should
also be aware of the social engineering
techniques employed by hackers that are
effectively used to compromise systems.
These are the popular techniques used by
hackers, including phishing emails.
Decentice Small is the Assistant Registrar –
Network Administrator – with the Caribbean
Examinations Council.

Born out of a need to have exam results
returned in time to issue report cards,
e-testing is rapidly becoming a standard
testing format at Convent High School (CHS)
in Dominica. The benefits have become
clearer with each implementation: saving
cost, time, and enhancing the quality of
the questions, the exams and the learning
process.
In December 2015, issuing an exam
similar to a Caribbean Secondary Education
Certificate (CSEC) Electronic Document
Preparation and Management (EDPM) exam
at the Form 1 level and having one teacher
return the results of 100-plus papers within
a week posed a challenge. The Information
Systems Department decided to focus on
the practical assessments during the term
and end with a summative multiple-choice
exam. That multiple-choice exam took an
electronic format; this decision was further
prompted by the increasing printing cost,
coupled with the breakdown of a large
format copier just weeks before the exams.
The testing platform was the Learning
Management System (LMS) Moodle. The
questions were quickly reformatted,
categorized and uploaded in bulk to
reusable question banks. This format
allowed use of appropriately sized and
coloured images to enhance the questions,
an improvement which was not previously
practical due to printing cost and additional
paper usage.
Pretesting was done to familiarise the
students with the new exam format and to
establish system requirements. Students
made recommendations, were instrumental
in resolving issues, and the students’
positive feedback was the major approval
needed for launching into this new testing
format.
E-testing was used for the Information
and Communications Technology test in
Forms 1, 2, and 3 in the first instance. There
were a few shortcomings due to limited
hardware resources; but, the feedback
with reference to the format was mainly
positive. Students felt a bit more in control
of the exam. After commencing the exam,
students were able to monitor their progress
while comparing the current question to the
countdown clock. Additionally, students
were able to flag questions for later review
prior to submission. Flagging the questions
also served to alert to teachers of questions
that were perceived as difficult by students.
With the announcement that it was
going to be implementing online testing by
2018, the staff, with little or no prompting by
the Principal, decided to convert the multiple-
choice exams to the e-testing format. For
the June 2016, Term 3 examinations, most
Form 4 multiple-choice exams were tested
in this format, only limited by the number of
computers available in the lab. Once more,
the IT Department handled most of the
technical work. A few members of staff from
each department were trained in preparing
the questions in the required format. At each
subject level, all questions were pooled,
the question banks became larger, large
enough to create three or more exams at
the subject level in some cases. Multiple
exams of different subjects and durations
DOMINICA’S CONVENT HIGH SCHOOL
WELCOMES E-TESTING! By Michael Peters
E-TESTING
are you ready?

in most of the assessments. As a result, very
few attempts to communicate that would
lead to cheating were identified. This may
have resulted from the fact that during
the pretesting period and student training
sessions, the students recognised that the
questions and options were shuffled, and
that it was difficult to communicate the
question context and option answer.
Policy changes are required to take full
advantage of e-testing. Schools will have
policies that determine how, when, where,
and in what setting students should write
tests. Based on the method of issue, the
value of the e-testing assessment is beyond
doubt. Allowing students to retake tests,
take tests at different times, and in a non-
proctored setting can compromise a test. As
such, safe browsers and video monitoring
are some of the methods adopted to monitor
students taking online tests.
As with all forms of technology,
e-testing should be implemented where
practical. With the collaborative effort of
teachers, schools, districts and the ministry
of education, e-testing is ready to take its
place in our education – we just need to
welcome it!
Michael Peters is the Systems Administrator
at Convent High School in Dominica
ran concurrently. The students walked into
the examination room, a computer lab in
this case, logged on, did the exam and left.
Benefits
Besides having access to all their
students’ marks immediately after the last
student completed the exam, teachers
began to see other advantages for the
future. From a collection of 20 questions
on a particular topic, teachers could prepare
more questions – review tests and end
of chapter tests. Those questions could
be reused in mid-term tests and exams.
Another advantage is that random question
selection can be adopted for each student
taking a test. The analysis of the results
done by the LMS allows for question review
and elimination of faulty questions or
adopting a different approach to teaching,
and hopefully result in better test results.
With extensive refining work, teachers
can adopt a set-it-and-forget-it approach,
knowing that the quizzing component of
their course is already done for at least a
year in the future.
CHS uses the services and tools
provided by Google Apps for Education
platform. Some new features available to
teachers this year include Google Forms,
now allowing a quiz format. Google Forms
can be prepared with the multiple-choice
format and automatically corrected and
graded immediately on submission or at a
later time when all students have completed
their sessions. With optional feedback for
student response – correct answer, incorrect
answer, and comment – students know their
results on completion of the assessment.
This may not always be practical for an
exam, but it is practical for review and
chapter quizzes. As of September 2016,
the Science Department has already begun
testing and using these features. The mood
among staff and students appears to be one
of no turning back. Slowly but surely other
teachers and departments are beginning to
implement some form of e-testing and the
concept is not limited to multiple-choice-
type questions.
While the focus of e-testing is not and
should not be to eliminate cheating, the
format does reduce cheating attempts. In a
proctored setting, with the questions being
shuffled and the options for each question
being shuffled, students would need to
invest a lot more time into cheating. The
expected shuffle settings for 60 students
doing a 60-question test is that no two
students will have the same question one.
When students get to the same question
then there is a one in four chance that they
have the same first option. Shuffling both
questions and options is a setting applied
Dominica’s Convent High School Welcomes E-Testing!

Preface
In the Dutch education system, the
subject mathematics is not mandatory
in the secondary school as it is in the
CXC system. Candidates can choose
(not) to take mathematics in their school
profile as an exam subject. However, the
Dutch Government is now having the
candidates take a mandatory basic math
test in their (pre)exam class and the grade
is implemented as a passing norm.
History
Early this century, the Ministry of
Education has indicated that it wants to
strengthen the literacy and numeracy
education in the Netherlands, following
growing concerns in education and society
about the literacy and numeracy of pupils.
To shape this policy, an expert was asked to
develop a vision, the so-called committee
Meijerink.
In 2008, the Meijerink Commission
published its report titled “Overcoming
obstacles in language and mathematics”.
This report describes the continuous
learning for language and mathematics
where reference levels play an important
role. Reference levels describe the desired
end levels of literacy and numeracy at the
end of primary education (PO), secondary
education (VO) and secondary vocational
education (MBO).
In 2010, the reference levels were
made into law and adopted. On this basis,
developments were put in motion to
operationalize the reference levels and
give them a place in the flow to secondary
and from secondary to MBO and HBO.
The Ministry of Education gave permission
to develop the contract to SLO with two
calculation key pointers: one for the
reference level 2F for VMBO and one for
the reference level 3F for general secondary
education.
The Ministry of Education then decided
that the math test pointers constitute the
framework for the creation of the pilot digital
Math test secondary education in 2012 and
2013.
In the school year 2014-2015 secondary
education candidates took their first digital
maths test as a mandatory part of their
final exam. The result had then not been
included in the Passing Rule. The math
test is calibrated to count towards the
framework adopted into law reference levels
– the achievement tests for all candidates,
including candidates who have not chosen
mathematics as an exam subject in order to
acquire a high school diploma.
Who is responsible?
The College voor Toetsen en Examens
(CvTE) in the Netherlands, which is
comparable to the Caribbean Examinations
Council (CXC), has been given the authority
by the Ministry of Education, Culture and
Science to take the role of directing and is
responsible for the math test (Secondary
School). Cito (the body that puts the
test together) annually receives a test
development construction contract from
CvTE.
The contract states that the math
test is digital (electronic) and that the
test must meet the criteria. There are
also detailed instructions, for example,
the duration of the test, the number of
assignments, and the distribution among the
various computational elements (numbers,
measurement and geometry, connections
and relationships). Together with school
teachers, Cito is working on the math test.
Hundreds of quality estimates are made for
each reference level.
Cito has several test construction
groups for each reference level. Each group
consists of three or four teachers from
secondary education, who are experts in
the field of Mathematics. Each construction
group is accompanied by an expert from
Cito. In the construction phase the focus
is primarily on difficulty of the assignment,
language, clarity, reality and recognition for
the candidate.
IN SINT MAARTEN
By Yvette Halley
E-TESTING MATHEMATICS
E-TESTING
are you ready?

E-Testing Mathematics in Sint Maarten
The Cito test expert then explains the
challenges for establishing a committee of
the CvTE. These committees are also staffed
by teachers nominated by unions and
sector councils, sometimes supplemented
by experts.
The advantages of the central math
test include:
• Securing basic level numeracy for all
candidates.
• Understanding numeracy of
candidates in transition to secondary
education.
• Comparing math levels of one
school over a number of years.
• Insight into the level of the
candidates
• Candidates in VMBO are given a
digital math test on the level 2F.
• HAVO and VWO candidates are
given a digital math test at level 3F.
After taking the digital math test,
schools send the results and candidate data
to CvTE. They analyse these results, and
CvTE defines a standard or norm. Based
on these standards or norms the schools
gain insight in the achievement level of the
individual candidates and the group as a
whole.
Implementation on Sint Maarten
As a country within the Kingdom of the
Netherlands, Sint Maarten’s candidates who
continue their studies in the Netherlands
have to comply with the passing norm so
that their diploma is equivalent with that of
the Dutch system. All secondary schools
with a Dutch curriculum, that is, non-CSEC
schools, will be piloting the digital math
test until the official implementation in
2019-2020.
The Division of Examinations in Sint
Maarten started their preparation in May
2015. After meeting with the management
team of MPC (the school), it was decided to
pilot the digital math test with one Pre-Exam
class and a selected number of candidates.
Implementation at all levels has been
scheduled for 2020.
FAO server
Dienst Uitvoering Onderwijs (DUO)
an agency within the Ministry of Education
that provides the necessary information
concerning the software was contacted
and the MPC IT team went to work. A
supervisor from Division of Examinations
in Sint Maarten was assigned to oversee
this pilot. First, the IT team had to make a
computer available that could access the
software, offline and online. This computer
would be totally formatted to download the
software from scratch.
Via the URL https://portaal.facet.onl/
the supervisor got access to the installation
guidelines, software and manuals. Each new
exam periods needs a new FAO server,
which belongs to the FACET platform
that DUO uses to run the software. The
supervisor has the authority to add and
activate such an FAO server that can be
accessed by a specially generated code.
The installation of the FAO server for
the first time did not go without obstacles.
It took the school IT team two days to
communicate back and forth with DUO in the
Netherlands via Skype, to get the sequence
as it should be. One major problem was
synchronizing the server with those in the
Netherlands as we have a six-hour time
difference during the summer.
Functionality Test (FT)
A mandatory system check also has
to be done before each and every new
exam period. This FT is to assess if the
IT infrastructure meets the requirements
of Facet. The supervisor needs to plan,
distribute and release a FT preferably a few
days before the first digital math test. If this
FT is released within an 84-hour span it will
be immediately able to run. The supervisor
can choose to do the test on or offline.
Fictitious candidates are being
registered as it is advised to use ten per
cent more or fewer candidates to do this
FT, so that the school’s IT team can get the
total picture of the real digital math test. Any
discrepancies that occur during the dry-run
should immediately be reported, so that
DUO can interject before the real digital
math test is done.
Planning the Math Test
Four weeks before the actual first day
of the digital math test, the candidates’
list is requested from the school. Specific
information is required and some has to be
added, if for example Sint Maarten doesn’t
have a persoons Gebonden Nummer (school
personal identification number) as in the
Netherlands. This number is then generated
from a specific website. The school decides
which pre-exam classes will do the pilot
digital math test up until 2018-2019. This is the
official digital math test that the Netherlands
administers to its candidates during the final
exam.
Two weeks before the actual first day of
the digital math test, the school receives Excel
file that has to be made upload-ready. The
option is also to “read” the candidates one-by-
one, which is very time-consuming for a class
of 20-plus candidates. The specific format
has to be adapted from what the school has
initially sent in the Excel file.
One week before the actual first day of
the digital math test, (and not any time before)
the supervisor plans the digital math test and
connects each test level to each class. Each
class gets a specific group number that will
make it unique for the date, time and level
that it will do the digital math test. After the
classes have been registered, an attendance
sheet is available to print and use on the day
of the test.
The dry run or FT is done preferably two
days before the actual first day of the digital
math test. This is to ensure that in case there
are discrepancies that need to be checked
and fixed this can be done before the live
math test is done on the assigned day.
On the day of the math test, preparation
starts one hour before test time. The test is
being released so that the candidates can
access the test. After the candidates enter
the classroom, they log in with their username
and password. Depending on the level, the
candidates are allotted 60 to 90 minutes to
complete the test. During the test they are not
allowed scrap paper or a pencil. No physical
calculator is allowed, the second part of the
test indicates when a calculator can be used
and it is visible on the screen.
Examples of the digital Math test can be
found on http://www.cito.nl/onderwijs/
voortgezet%20onderwijs/rekentoets_vo/
voorbeeldtoetsen
Drs Yvette Halley is the Head of the Division
of Examinations in the Ministry of Education
Culture, Youth and Sports in Sint Maarten.

Computer-based examinations versus
paper-based examinations, does it make
any difference in candidates’ performance?
This was a question asked by Karay, Y;
Stosch, C.; and Schuttpelz-Brauns, K (2015)
in a study of the Berlin Formative Progress
Test.
They concluded that those who
took computer-based test are not at a
disadvantage in terms of their test results,
compared with those who took the same
test on paper. In fact, they found that
the computer-based test required less
processing time. This conclusion was
attributed to the longer time it takes when
using the paper-pencil version. They opined
that the longer time might be due to the
time needed to write the answers down,
controlling for transferring the answer
correctly. This is most interesting since some
CXC stakeholders are very concerned that
by offering tests on an electronic platform,
some students would be disadvantaged
either because of their inability to type at an
adequate pace or inability to use a computer.
Currently, candidates read from one
paper and write their answers on a second
sheet for multiple questions. The electronic
platform provides for the question and
answer to be in the same window. That
should reduce transcription errors and could
result in improved performance.
Roy Clariana and Patricia Wallace
(2002) show that candidates who use
the electronic platform to take their tests
perform better than those who took the
same tests using pen and paper. They
reviewed several studies and found, among
other things, higher achieving students
benefit most from taking their tests on the
electronic platform; students have increased
scores on Mathematics and English when
taking tests on the electronic platform; and
students who are familiar with computers
perform better on the electronic platform
than on pencil and paper tests.
In one of their investigations, they
sought to confirm several key factors in
computer-based versus paper-based
assessment. Based on earlier research,
the factors considered here include
content familiarity, computer familiarity,
competitiveness, and gender. Following
classroom instruction, freshman business
under-graduates (N = 105) were randomly
assigned to either a computer-based or
identical paper-based test. An analysis of
variance (ANOVA) test data showed that the
computer-based test group outperformed
the paper-based test group. Gender,
competitiveness, and computer familiarity
were NOT related to this performance
difference, though content familiarity was.
They found the higher-attaining
students benefited most from computer-
based assessment relative to higher-
attaining students on the paper-based test.
This is a very important finding. It shows that
those students who are expected to perform
well on their tests did perform well. However,
the finding shows that the higher-attaining
students out performed their counterparts
who did the same tests using the paper-
based mode. Both groups did better than
the other students as expected, but those
who did the computer-based test, did better.
All things being equal, high-attaining
students who take computer-based tests
will perform better than if they take paper-
based tests.
From the two studies cited and
other studies examined, CXC is satisfied
that computer-based testing will not
disadvantage candidates. Based on the
research, it is expected that candidates will
perform better on these tests.
To maximise these benefits, candidates
will be given full access to the test-taking
platform to do as many practice tests as they
can and to become familiar with the platform.
Glenroy Cumberbatch is the Registrar of
Caribbean Examinations Council.
CANDIDATES PERFORM
BETTER ON E-TESTS By Glenroy Cumberbatch
E-TESTING
are you ready?

As part the Council’s strategic intent
to move to e-testing effective in the
January 2017 examinations cycle, a team
of representatives from the Caribbean
Examinations Council participated in a
Study Tour at the Educational Testing
Service (ETS) Global Institute (www.ets.org/
globalinstitute) during the week of 27 June
2016. The team comprised representatives
from key Divisions within CXC with overall
responsibility for the roll out of e-testing.
One of the primary deliverables of the Study
Tour was the development of a blueprint
for the implementation of e-testing in CXC
Participating Territories.
The Study Tour provided an opportunity
for CXC staff to gain from the experience
and expertise of the ETS that has been
involved in electronic testing for a number
of years in different countries worldwide.
Additionally, the ETS Global Institute has
been the forerunner in training in e-testing
and was therefore deemed the ideal host
for the Study Tour. The intent was for CXC
staff to leverage the experience of ETS by
identifying potential challenges that could
arise in this new testing environment and
devising and implementing strategies to
avoid these in its own e-testing as well as
to learn about those strategies that worked
and improve on them for the roll out of CXC
e-testing.
During the ETS study tour, the CXC
team was exposed to a number of areas that
were identified as critical to the successful
implementation of e-testing by CXC. These
included: managing the transition from paper
and pencil test to e-test; security issues in the
implementation of e-testing; computer test
delivery models; administration of e-testing,
which covered areas such as supervision
and security protocol/requirements for
e-testing centres; managing item pools
for e-testing; item banking from a test
development perspective as well as for Next
Generation Assessment; and technology-
enhanced items (TEIs).
CXC staff also participated in an IT
clinic that looked in detail at a number of
computer-based testing delivery modes.
Participants found this session particularly
useful as it provided very practical examples
of the strengths and potential challenges
of various delivery models as well as cost
implications for the implementation of
e-testing. Participation in the IT clinic also
confirmed CXC’s own research on e-testing
and decisions taken regarding the CXC
approach to e-testing.
Take-away
The ETS Study Tour provided valuable
insights into the requirements to facilitate
the transition from paper-based testing
to e-testing. One of the most significant
takeaways from the ETS experience is that
e-testing provides examination boards such
as CXC with the opportunity to modernise
testing. In the e-testing environment, there
are opportunities to include variations in
test items that may not be easily replicated
on paper. In this environment, CXC has the
opportunity to leverage the affordances
of new and emerging Information and
Communication Technology (ICT) tools to
modernise its assessment and make its
examinations more authentic. Imagine a test
that includes video based scenarios and
cases that more closely reflect the problems/
issues that learners will encounter in the
real world setting and emerging them in
an assessment environment that
is motivating and stimulating.
The inclusion of Technology
Enhanced Items (TEIs) allows
for the inclusion of test items
and stimuli that engage multiple
senses through the inclusion of
video, audio, text, images and
animations in a combination
that engages the learner in a
way that a paper and pencil test
cannot. Additionally, through the use of
TEIs, candidates will be able to manipulate
2-dimensional and 3-dimensional test
objects such as maps or shapes; to zoom
in on an object for greater detail; to turn an
image to see additional dimensions. All this
can be done in the live test in the e-testing
environment.
The experience at ETS also shows
that there are significant benefits to be
gained from moving language testing from
the paper-based environment to e-testing.
E-testing allows for all aspects of language
learning; listening, speaking, reading,
writing and viewing to be tested in a way
that is seamless and integrated. TEIs in a
language testing environment allow for
the inclusion of audio based items for
testing listening skills, text based items and
images/infographics for reading skills, video
based items for viewing skills, the spoken
language can be recorded and replayed
and there are myriad opportunities for the
testing of writing skills.
The ability to combine multiple media
formats in a single sequence provides for
a more enriching testing experience for
candidates.
From our ETS experience, we are
convinced that e-testing will ensure that we
assess our candidates better. We invite you
to join us in the move to e-testing!
Dr Carol Granston is the Pro Registrar of the
Caribbean Examinations Council based at
the Western Zone Office in Jamaica.
CXC TEAM VISITS
ETS ON STUDY TOUR By Carol Granston, PhD

The Caribbean Examinations Council is
a key player in the Caribbean educational
system, responsible for the creation of test
instruments which determine outcomes
for students, and drive the stream of data
which is central to accountability and school
improvement. Student progression to work
and higher education, school performance,
labour mobility, and in many ways, the learning
experience itself are all determined by the
quality and purpose of assessment. Creating
test instruments which are valid and reliable
and which promote rather than discourage
good teaching practice is a technically
complex, highly skilled task. It often involves
teams of up to 400 people including item
writers, psychometricians, setters, subject
officers, and variously named moderators,
research leads and committees all working
together to produce secure, reliable and
meaningful assessments. In common with
most assessment processes (candidate
registration, marking, printing, security
tracking, results analysis), item and paper
authoring is undergoing a transformation
through technology, loosely named, as “Item
Banking”.
Item Bank
The new item bank acquired by CXC will
be used as an electronic database-driven
technology that stores and manipulates:
• Archived examination content,
including syllabus, exam papers, mark
scheme, exam items and related
content, images and artwork all
relating to past, exposed examination
papers.
• Live examination content relating to
draft items, approved items and live
papers (papers not yet sat) and related
documentation.
• Data and comments relating to
examination items, artwork and papers.
In addition, the new item bank will
facilitate remote item writing, through
a process called e-authoring. The new
item bank combines a unique knowledge
management system with powerful
authoring, collaboration and data analysis
tools. The system affords CXC an almost
seamless process from item writing to test
delivery as shown in the diagram below.
This new item bank will provide access
to all of CXC’s items’ historic content, and
insight and data to inform every stage
of the test development process. The
improvement anticipated at each quality
check throughout the test development
process will enhance the quality of the
examination overall.
Overview of CXC Items
CXC currently uses two broad
categories of items: selected response
items and constructed response items. In the
near future, it seeks to also offer technology-
enhanced items.
ThenewCXCitembankwillstrategically
use a variety of item types (i.e. selected
response items, constructed response items
and technology-enhanced items) to assess
the full range of the CXC’s offerings with an
emphasis on problem solving, knowledge,
comprehension, application, analysis and
synthesis.
In the near future, CXC intends to
develop assessment items that consider the
access requirements of the wide spectrum
of candidates (for example, with respect to
cognitive, processing, sensory, physical,
and language dimensions). Each of the item
types will incorporate accessibility features
(e.g. magnification, audio representation of
graphic elements, linguistic simplification,
text-to-speech, and Braille) that will integrate
with the system technology, test structure,
and test delivery.
Selected response
Selected response items contain a
series of options from which the candidate
chooses one correct response. CXC’s
emphasis is on the items that reflect
important knowledge and skills consistent
with the expectations of the standards
across the depths of knowledge (i.e. recall,
comprehension and application). The
appropriate and judicious use of selected
response items provides a cost-effective
means to address content in terms of test
development, administration and scoring.
Selected response items are currently
limited to multiple-choice items that
measure one specific objective. These
multiple-choice items have four possible
answers (options) where one option is the
correct answer (key) and three incorrect
answer choices (distractors).
Constructed Response
Constructed Response is a general
term for items requiring the student to
generate a response as opposed to
selecting a response. Both structured
and extended response items are used.
Structured response items may require
test-takers to enter a single word, phrase,
sentence, number, or set of numbers,
whereas extended constructed response
items require more elaborated answers and
explanations of reasoning. These kinds of
constructed response items allow students
todemonstratetheiruseofcomplexthinking
skills, such as formulating comparisons or
contrasts; proposing cause and effects;
identifying patterns or conflicting points
of view; categorizing, summarizing, or
interpreting information; and developing
generalizations, explanations, justifications,
or evidence-based conclusions (Darling-
Hammond & Pecheone, 2010).
E-AUTHORING,
THE NEW ITEM BANK By Alton McPherson
E-TESTING
are you ready?

In the CXC context, constructed
response items will measure one or more
specific objectives. A single constructed
response item will not measure content
objectives across subject offerings.
Technology-Enhanced Items (TEIs)
Technology-Enhanced Items (TEIs)
employ technology to:
• Display items on screen to the
candidate, for example, animations,
simulations, video or audio stimulus,
moveable models, and/or
• Require a response from the student,
for example, selecting one or more
points on a graphic, dragging
and dropping a graphic from one
location to another, manipulating a
graph, and/or
• Collect score responses which are
scored against an answer key for
multiple-choice or static constructed
response items; or objective score
criteria for dynamic constructed
response.
• TEIs employ technology to, assess
content, cognitive complexity,
and knowledge not assessable
otherwise.
• The ultimate goal of TEIs is to
provide better measurement of
candidates’ knowledge and skills
through technology.
The effective use of technology will
expand the nature of the content that can
be presented as well as the knowledge,
skills, and processes that can be assessed
(Quellmalz & Moody, 2004). Technology-
enhanced items will take advantage of drag-
and-drop, hot spot, and fill-in-the-blanks in
the very near future.
Conclusion
The CXC in keeping with its vision of
providing, the region with valid and reliable
examinations has dedicated its resources to
develop and maintain an item bank that will
do the following:
• Accept items remotely
• Route items through a rigorous
multiple rounds of review process till
items are free of bias and sensitivity
concerns
• Store items that meet accepted
standards of content validity and
psychometric quality
• Store the number and type of items
that will reflect the nature and
emphasis of the knowledge domain
to be measured
There is no question that the
development of a sound item bank is a
difficult and lengthy task. The rewards,
however, in terms of more precise and
efficient measurement are substantial.
Alton McPherson is Assistant Registrar –
Measurement and Evaluation at CXC.
http://www.grademaker.com/Products/Grademaker-Pro

“Whenever the art department receives
a portfolio from the Caribbean, it creates a
buzz…” That is the assertion from Dr Phyllis
Hill, Assistant Professor at Delta State
University in Mississippi, United States who
is also a CXC resource person. Dr Hill was at
the time speaking at the opening ceremony
of the 2016 CXC Visual Arts Exhibition
hosted at La Place Carenage in Castries, St
Lucia on 25 April 2016.
An Assistant Professor in the Arts
Department, Dr Hill lauded the CSEC
programme for preparing students
adequately for the next level. “CSEC
Visual Arts lays the foundation for you to
become successful, creative practitioners…
employers and institutions are interested
in individuals who are able to work
independently, read analytically, organize
information and express ideas clearly
and coherently,” the Jamaican national
explained. “CSEC Visual Arts helps you
to develop strong skill sets in creativity,
problem solving, ability to communicate
in different ways, self-discipline, cultural
literacy, tolerance and critical thinking.”
The seasoned arts educator said
this skillset places Caribbean students as
forerunners in the global marketplace and
in demand at universities. “I work in a four-
year university in the USA, and whenever
CSEC VISUAL ARTS
GIVES STUDENTS ADVANTAGE By Cleveland Sam
the Art Department receives a portfolio from
the Caribbean it creates a buzz,” she stated.
“Recently we received a portfolio from a
young lady in Jamaica…every department
wanted her.”
Honourable, Dr Robert Lewis, the then
Minister of Education, Human Resource
Development and Labour, delivered
the feature address and declared the
Exhibition open. During his address, Dr
Lewis encouraged all schools in St Lucia to
take up Visual Arts. He noted that if he was
not convinced before, after listening to Dr
Hill, he was now convinced about the virtues
of visual arts.
Mr Glenroy Cumberbatch, Registrar of
CXC, in his address noted that CXC values
the expressive arts subjects and explained
that these subjects will form the basis for
the growth of the cultural industries being
pursued by several regional governments.
The speeches at the opening
ceremony were punctuated by two fantastic
performances by students of the George
Charles Secondary School and Corinth
Secondary School. Following the ceremony,
the Minister, Registrar, Dr Hill and other
ministry officials toured the exhibition.
The exhibition ran from April 25 to 29
and attracted hundreds of visitors each day,
both locals and tourists.
CSEC Visual Arts lays
the foundation for you to
become successful, creative
practitioners…employers and
institutions are interested
in individuals who are able
to work independently,
read analytically, organize
information and express
ideas clearly and coherently,”
NEWS
Dr Phyllis Hill delivering remarks at the opening
of the exhibition
Dr Hill pointing
out pieces in the
Textile Design
and Manipulation
section
Kelvin Duberry a Visual Arts
teacher from Montserrat has the
attention of these two students

CSEC Visual Arts Give Students Advantage
Visitors Comments
Visitors were asked to comment on the
exhibition, and they were asked to rate the
exhibition on a four-point scale: poor, good, very
good or excellent. More than 90 per cent of the
visitors to the 2016 Visual Arts Exhibition rated
the Exhibition excellent. The other 10 per cent
rated it very good or good. The most popular
expression made by visitors when they entered
one of the exhibition rooms was “Wow! Wow!” In
a second was “Impressive.”
Teachers’ Workshop
As part of the thrust to add value to the host
country’s benefit of the Exhibition, a two-day
workshop for Visual Arts teachers was hosted
in conjunction with the Ministry of Education,
Human Resource Development and Labour on
Tuesday 26 and Wednesday 27 April.
The workshop was hosted in the Ministry of
Education, Human Resource Development and
Labour Conference Room and facilitated by Dr
Phyllis Hill.
Twenty-four persons participated
in the workshop including two officers
from the Ministry of Education and one
teacher from the Montserrat Secondary
School, Kelvin Duberry who travelled to
St Lucia for the event.
The topics addressed over the
two days were: Issues and Challenges,
Overview of the CSEC Visual Arts
Syllabus, The Thematic Approach,
Overview of Expressive Forms,
Challenges and Strategies, Expressive
Forms Assessment, The Reflective
Journal, Strategies for Managing and
Implementation of the Syllabus.
Mr Glenroy Cumberbatch, Registrar of CXC, in his address
noted that CXC values the expressive arts subjects and
explained that these subjects will form the basis for the
growth of the cultural industries being pursued by several
regional governments.
Ms Esther Brathwaite, Permanent Secretary in the Ministry of Education cutting the ribbon to declare
the exhibition open as Honourable, Dr Robert Lewis, the then Minister of Education, Human Resource
Development and Labour, and Mr Glenroy Cumberbatch, CXC Registrar are holding the ribbon
Students admiring the pieces in the Painting and Mixed Media section of the exhibition
Honourable, Dr Robert Lewis, Dr Phyllis Hill
and Mr Glenroy Cumberbatch
Delthia Naitram, Visual Arts
Coordinator (2nd left) pointing
out 3-dimensional pieces to
guests at the exhibition
“I like this one”

Sixty-six per cent of subject entries
entered for the May/June 2016 Caribbean
Secondary Education Certificate (CSEC)
examinations achieved Grades I-III, the
acceptable grades at CSEC. This is just
two percentage points below that of 2015
when 68 per cent of entries achieved similar
grades.
Performance improved in 14 subjects,
declined in 17 subjects and remained constant
in four subjects. Among the subjects which
performed at 90 per cent or better this year
are Physical Education and Sport with 98
per cent of entries achieving acceptable
grades; Theatre Arts with 95 per cent,
Agricultural Science (Double Award) with 92
per cent, Electronic Document Preparation and
Management with 91 per cent and Principles
of Business 90 per cent.
Mathematics and English
There were mixed results in Mathematics
and English. For English A there was an
improvement in performance with 67 per
cent of entries achieving acceptable grades
compared with 60 per cent in 2015, (an
increase of seven per cent). For English B,
there was a 15 percentage point decline, 62
per cent of entries achieved acceptable grades
this year compared with 77 in 2015.
There was a decline in performance
in Mathematics with 44 per cent of entries
achieving acceptable grades. Performance
also declined in Additional Mathematics with
67 per cent of entries achieving acceptable
grades compared with 72 per cent last year.
Sciences
There were mixed performances in
the science subjects this year. The biggest
improvement was in Biology with a 14
percentage point increase over last year.
Eighty per cent of entries for Biology achieved
Grades I-III compared with 66 per cent in 2015.
Chemistry saw a three per cent decline in
performance this year when compared with
2015; 56 per cent achieved acceptable grades
this year compared with 59 per cent in 2015.
There was a seven point decline in
performance in Integrated Science this year
when compared with that of 2015, sixty-four
per cent of entries achieved acceptable grades
CSEC PERFORMANCE
REMAINS STEADY
Performance in Physics improved by two
per cent with 63 per cent of entries achieving
Grades I-III this year compared with 61 per
cent in 2015.
Both Agricultural Science (Double Award)
and Agricultural Science (Single Award)
recorded very good performance this year
with slight improvement in the Single Award
and slight decline in the Double Award. Ninety-
two per cent of entries for Agricultural Science
(Double Award) achieved acceptable grades
compared with 94 per cent in 2015. Eighty-nine
per cent of entries for Agricultural Science
(Single Award) achieved acceptable grades
There was an eight percentage point
improvement in performance in Human and
Social Biology, 53 per cent of entries achieved
acceptable grades compared with 45 per cent
in 2015.
Business
Ninety-one per cent of entries for
Electronic Document Preparation and
Management achieved acceptable grades;this
is a one percentage point improvement in
performance in 2015 when 90 per cent of
entries achieved similar grades.
Performance in Principles of Accounts
remained the same over the two years with
NEWS
Mr Glenroy Cumberbatch, CXC Registrar presenting Honourable Evans McNiel Rogers with a copy of the Anguilla results during
the launch in Anguilla. Cleveland Sam - AR (PICS) is in the background

66 per cent of entries achieving Grades I-III in
both years. While performance in Principles of
Business was excellent, it declined marginally when
compared with that of 2015. This year 90 per cent
of entries achieved acceptable grades compared
with 93 per cent in 2015. Similarly, in Economics, 70
per cent of entries achieved acceptable grades this
year compared with 83 per cent in 2015.
Expressive Arts
Performance improved in two subjects,
remained the same in one subject and declined in
one subject in the Expressive Arts cluster. Music
saw a nine percentage point improvement in
performance with 81 per cent of entries achieving
acceptable grades this year, compared with 72 per
cent in 2015. Performance also improved in Visual
Arts this year with 66 per cent of entries achieving
Grades I-III compared with 62 per cent last year.
Performance remained steady in Theatre Arts with
an impressive 95 per cent of entries achieving
acceptable grades in both 2015 and 2016. Physical
Education and Sport recorded the best overall
performance in CSEC this year with 98 per cent
of entries achieving acceptable grades. However,
this is one percentage point less than the 99
per cent that achieved similar grades in 2015.
TVET
Performance improved in three subjects
in the Technical and Vocational Education
cluster – Food and Nutrition, Technical Drawing
and Mechanical Engineering Technology.
In Technical Drawing, 68 per cent of entries
achieved acceptable grades this year
compared with 63 per cent in 2015, while for
Mechanical Engineering Technology, 69 per
cent achieved acceptable grades this year
compared with 65 per cent last year. For Food
and Nutrition, 88 per cent of entries achieved
acceptable grades this year compared with 85
per cent last year.
Performance in Home Economics
Management declined this year when
compared with 2015. Seventy-nine per cent
of entries achieved acceptable grades this year
compared with 86 per cent in 2015.
Performance in both options for Building
Technology declined this year. For Building
Technology (Construction), 77 per cent of
entries achieved acceptable grades this year
compared with 82 per cent in 2015; while for
Building Technology (Woods), 76 per cent
of entries achieved acceptable grades this
year compared with 79 per cent in 2015. For
Electrical and Electronic Technology, 59 per
cent of entries achieved acceptable grades
Numbers
The number of subject entries for the
May/June 2016 sitting increased to 585,223
subject entries, up from 578,035 entries in
2015 however, the number of candidates
declined marginally, from 132,824 candidates
in 2015 to 132,674 candidates this year.
Mathematics continues to be largest
CSEC subject with 92,529 subject entries
submitted this year. It is followed closely
by English A with 89,865 entries. Social
Studies is the third largest subject with
46,867 entries; Principles of Business follows
with 33,284 entries and Human and Social
Biology with 29,308 entries rounds off the
top five largest CSEC subjects.
Performance on CSEC Remains Steady
CSEC
CAPE
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Performance in the 2016 Caribbean
Advanced Proficiency Examination (CAPE)
remained consistent with that of the past
five years. Approximately 90 per cent of the
entries achieved Grades I-V, which are the
acceptable grades at CAPE.
Thirteen per cent of the entries
achieved Grade I, just under 20 per cent
achieved Grade II, 23 per cent achieved
Grade III, 20 per cent Grade IV and 14 per
cent achieved Grade V.
Performance improved in 19 of the
Units offered this year. These include a
ten per cent improvement in History Unit
1 with 81 per cent of entries achieving
acceptable grades this year compared
with 71 per cent in 2015. There was also a
10 per cent improvement in performance
in Management of Business Unit 1 with 96
per cent of entries achieving Grades I-V
compared with 86 per cent in 2015.
Environmental Science Unit 1 saw
an eight per cent improvement with 97
per cent achieving acceptable grades
this year compared with 89 per cent
last year. For Computer Science Unit 2,
there was a four per cent improvement in
performance. Ninety-six per cent of entries
achieved Grades I-V this year compared
with 92 per cent in 2015. Similarly, 90 per
cent of entries for Applied Mathematics
achieved acceptable grades compared
with 86 per cent in 2015, for a four per cent
improvement.
100 per cent
In five Units, entries achieved 100 per
cent of acceptable grades: these include
Art and Design Unit 1, Performing Arts Unit
2 (Cinematic Arts), Performing Arts Unit 2
(Drama), Performing Arts Unit 2 (Music), and
Digital Media Unit 2.
99 per cent
Other New Generation CAPE subjects
that returned exceptional results include
Entrepreneurship Unit 2 and Physical
Education and Sport Unit 2 in which 99
per cent of entries for both Units achieved
acceptable grades.
Ninety-nine per cent of entries for
Management of Business Unit 2 and French
Unit 2 also achieved acceptable grades.
First-time offerings
Two subjects were offered at CAPE for
the first time at the May/June 2016 sitting:
Logistics and Supply Chain Operations
and Integrated Mathematics. Seventy-
one per cent of entries for Logistics and
Supply Chain Operations Unit 1 achieved
acceptable grades, while 50 per cent of
entries for Unit 2 achieved similar grades.
For Integrated Mathematics, the recently
introduced compulsory Unit to obtain the
CXC Associate Degree for students not
doing any other CAPE Mathematics Unit,
47 per cent of entries achieved acceptable
grades.
The subject previously offered as
Geometrical and Mechanical Engineering
was changed to Building and Mechanical
Engineering Drawing (BMED), and offered
for the first time at this year’s May/June
sitting. Eighty-six per cent of entries for
BMED (Mechanical Engineering) Unit 1,
and 75 per cent for BMED Unit 1 (Building
Drawing) achieved acceptable grades.
Ninety per cent of entries for BMED Unit 2
(Mechanical Engineering) and 84 per cent of
entries for BMED Unit 2 (Building Drawing)
achieved acceptable grades.
Performance in Caribbean Studies and
Communication Studies, the two traditional
compulsory Units at CAPE continues to be
excellent. For both Units, 97 per cent of
entries achieved acceptable grades.
Growth
The number of CAPE candidates this
year grew by just over 300, from 30, 547,
in 2015 to 30, 859, this year. The number
of subject entries however, fell marginally
from 122, 795 entries in 2015 to 121, 711 in
CAPE PERFORMANCE
2016. The two largest CAPE Units remain
Communication Studies and Caribbean
Studies with 16, 425 entries and 12, 565
entries respectively. Pure Mathematics with
5704 entries, Management of Business with
5195 entries, and Chemistry Unit 1 with 5126
entries complete the top five CAPE Units.
New Subjects for 2017
Two more New Generation subjects
will be added to the CAPE offering come
the May/June 2017 sitting. These are Green
Engineering and Financial Services Studies.
Teaching in two new subjects commenced
in September 2016 and the first examination
will be offered in May/June 2017.
GreenEngineeringwasrecentlylaunched
ataceremonyheldinGuyanaon28July,while
Financial Services is slated to be launched in
November in the Virgin Islands (UK).
NEWS
Performance in the 2016 Caribbean
Advanced Proficiency Examination
(CAPE) remained consistent
with that of the past five years.
Approximately 90 per cent of the
entries achieved Grades I-V, which
are the acceptable grades at CAPE.

Two Measurement and Evaluation Officers who have served CXC on short-term
assignments have been appointed on longer term contracts. Captain James Maloney and
Mr Dwayne Gamble, both Barbadians, have both been appointed on three-year contracts
effective 1 September 2016 as Assistant Registrar, Measurement and Evaluation Officer in the
Examinations Development and Production Division.
Captain Maloney is a career Barbados Defence Force Officer, having joined the BDF in
1983. He holds a Master of Arts in Testing and Measurement and a Bachelor of Arts in Caribbean
and Latin American Studies from the University of the West Indies (UWI), Cave Hill Campus.
He also possesses an Associate Degree in Arts from the Barbados Community College and a
Diploma in Education (Distinction) from the Erdiston Teachers’ Training College in Barbados.
Dwayne Gamble is a career educator and possesses a Master of Science degree in
Testing and Measurement, a Bachelor of Science in Chemistry and Mathematics and a Diploma
in Education from UWI, Cave Hill Campus. He also holds an Associate Degree in Chemistry,
Mathematics and Physics from the Barbados Community College.
A former primary and secondary school teacher in Barbados, Mr Gamble is a former CXC
resource person for CSEC Mathematics and Physics.
Syllabus
Two appointments have also been made in the Syllabus and Curriculum Development
Division (SCD) at the Western Zone Office in Jamaica: Senior Assistant Registrar and Assistant
Registrar.
Mr Howard Campbell, a Jamaican national, was appointed Senior Assistant Registrar (SAR)
in the Syllabus and Curriculum Division, effective 1 May 2016. Mr Campbell holds a Master of
Science Degree in Digital Education from the University of Edinburgh, Scotland, and Bachelor
of Science in Computing with Management from the University of Technology, Jamaica. He is a
certified Level IV NVQJ/VTDI Assessor and is also an IT consultant who has worked on several
regional and international projects.
Mrs Norlette Leslie-Yearde, also from Jamaica, has accepted a one-year assignment,
on secondment, to the position of Assistant Registrar in the Syllabus and Curriculum Division,
effective 9 June. Mrs Leslie-Yearde holds a Master of Education in Curriculum Development (with
Distinction) and Bachelor of Science in Early Childhood Education (First Class Honours) from The
University of the West Indies, Mona Campus. She has more than 12 years teaching experience
at the primary and tertiary levels.
NEW OFFICERS
Mr Dwayne Gamble
Mr Howard Campbell
Mrs Norlette Leslie-Yearde
Captain James Maloney

Introduction
Since the late 1980s, global concern
about the state of our environment has been
increasing. In fact, worldwide attention is
drawn to issues such as climate change,
soaring energy prices and security of
energy supply, rapid depletion of renewable
and non-renewable resources, loss
of biodiversity and global population
expansion, among others.
The Caribbean Examinations Council
(CXC), in its collective wisdom, has decided
to introduce a Green Engineering Syllabus
which will be offered at the Caribbean
Advanced Proficiency Examination (CAPE)
level. This bold initiative resonates with a
point articulated in Chapter 36 of Agenda
21, titled “Promoting Education, Public
Awareness and Training” (United Nations,
1992; 36.2):
Education, including formal education,
public awareness and training should be
recognized as a process by which human
beings and societies can reach their fullest
potential. Education is critical for promoting
sustainable development and improving
the capacity of the people to address
environment and development issues.
There is a clear need for educational
institutions to take stock of what is taught
in our schools and to re-orient existing
subjects and introduce new ones to
address issues of sustainability. Such
issues include choice of material and energy
with regard to reusability, durability, social
and environmental consequences, and
affordability.
Why Green Engineering?
It is a fact that engineering has broad
environmental, social and economic
impact; therefore the application of
the principles of Green Engineering is
considered a new paradigm that allows
for the incorporation of the concept of
sustainability and the application of science
and design solutions to problems created by
conventional engineering. In this context,
Green Engineering may be defined as
environmentally conscious attitudes, values,
and principles, combined with science,
technology and innovation directed towards
improving local and global environmental
quality. Further, it is the design of materials,
processes, systems and devices with
the objective of minimising overall
environmental impact over the entire life
cycle whilst meeting required performance,
economic and societal constraints.
The Process
The process of developing this new
Green Engineering syllabus can best be
described as consultative and entailed many
interconnected steps.
Step 1 Online meeting of Green
Engineering Working Committee
in July 2014 - Brainstorming
Session
GREEN
ENGINEERING
THE SCIENCE
OF THE CENTURY
By Dr Paulette Bynoe
NEWS

The Caribbean Examiner - E-Testing - Are you ready?

The Caribbean Examiner - E-Testing - Are you ready?

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The Caribbean Examiner - E-Testing - Are you ready?