RESULTS OF THE 2019 CARIBBEAN PRIMARY EXIT ASSESSMENT (CPEA)
SUMMARY REPORT ON CANDIDATES’ PERFORMANCE IN THE 2019 CARIBBEAN PRIMARY EXIT ASSESSMENT (CPEA) OVERALL REPORT (See FULL RESULTS Download links below)
The Caribbean Primary Exit Assessment (CPEA) was introduced in place of the National Common Entrance Examination (CEE) for the first time in 2012. The CPEA is a measure of the key skills required by students exiting the primary school system. It involves continuous assessment of students’ performance throughout Grades 5 and 6. Students are therefore assessed for formative, summative and diagnostic purposes. The CPEA has been developed by the Caribbean Examinations’ Council (CXC) in collaboration with the Ministries’ of Education throughout the region.
The 2018 Caribbean Primary Exit Assessment (CPEA) officially commenced with the internal component in September, 2018 and culminated on Thursday May 16th and Friday May 17th 2019, with the external component. The assessment was opened to all students who were eleven (11) on September 1st, 2018.
THE CPEA COMPRISES TWO (2) COMPONENTS:
- Internal Assessment (40% of total score)
- External Assessment (60% of total score)
Features of the internal assessment include:
- Book Report
- Writing Portfolio
- Practice in “Can-do” Skills: English, Mathematics, Science and Civics
- Teacher made test in English, Mathematics, Science and Civics
Features of the external assessment include fifty (50) multiple choice questions in:
- (A) Language Arts (B) Mathematics (C) Science (D) Social Studies
Students were given seventy-five minutes to complete each paper.
REGISTRATION AND SECONDARY SCHOOL ASSIGNMENT
One thousand nine hundred and forty-nine (1,949) students were registered for the Assessment. This included one thousand and eleven (1,011) males and nine hundred and thirty-eight (938) females. However, one thousand nine hundred and thirty one (1,931) students wrote the external component of the assessment, while one thousand nine hundred and forty-six (1,946) students participated in the internal aspect. One thousand seven hundred and ninety-nine students (1,799) were assigned to secondary schools throughout Grenada, Carriacou and Petite Martinique. This number includes nine hundred and two (902) males and eight hundred and ninety-seven (897) females. Therefore, one hundred and forty-seven (147) students were retained at the primary school; forty-one (41) females and one hundred and nine (109) males.
These students will have another opportunity to write the Assessment in 2020 if eligible or the National School Leaving Examination.
In 2018, two thousand and twenty-six (2,026) students were registered for the Assessment; one thousand and eighty-four (1,084) were males and nine hundred and forty-two (942) were females. However, one thousand eight hundred and eight (1,808) students were assigned to secondary schools.
The highest score attained in the assessment was 490 out of a maximum possible score of 500 as compared to the 481 in 2018. The lowest score obtained was seven (7) compared to 91 in 2018. The national mean was 71.68 and the standard deviation 14.90 14.14. This reflects an increase of 2.87 when compared to 2017’s 68.81. Ninety-two point four percent (92.4%) of the CPEA candidates writing the assessment procured fifty percent or above in the assessment. This reflects a 3.2% increase against 2018’s 89.2% achieving the same mark.
All primary and secondary schools would be provided with the list of students assigned to each school and the candidates’ profiles as indicated by the raw scores. 4 |5 P a g e
In the external component, students performed the best in Science. Out of a total possible score of one hundred, the national mean in Science was 67.64, a decline of 3.31. In Language Arts the mean was 65.83, also a decline, of 0.94 from 2018’s 66.77, but improvements were recorded in Mathematics and Social Studies of 1.43 and 9.54, respectively.
Five (5) students obtained the perfect score of 100% in the Social Studies, external component in 2019. Two (2) students attained the same mark for Mathematics and three (3) achieved 100 in Language Arts. No student in Science was able to meet this optimal mark in 2019.
In the internal assessment, the best performance was recorded in Science, followed by Social Studies, Language Arts and Mathematics at the rear. Table 3 below demonstrates the national mean in all of the areas.
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