CPEA 2015 Summary Report

Ministry of Education

MINISTRY OF EDUCATION AND HUMAN RESOURCE DEVELOPMENT


SUMMARY REPORT ON CANDIDATES’ PERFORMANCE IN THE 2015 CARIBBEAN PRIMARY EXIT ASSESSMENT (CPEA)

 

OVERALL REPORT

BACKGROUND

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 2015 Caribbean Primary Exit Assessment (CPEA) officially commenced with the internal component in September, 2014 and culminated on Friday,15 May 2015, with the external component. The assessment was opened to all students who were 11 but not yet 14 years of age on 1 September 2015.

THE CPEA COMPRISES TWO (2) COMPONENTS:

  • Internal Assessment (40% of total score)
  • External Assessment (60% of total score)

Features of the internal assessment include:

  • Project
  • Book Report
  • Writing Portfolio
  • Self-assessment
  • 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 50 multiple choice questions in:

  • Mathematics
  • English
  • Science

Students were given 75 minutes to complete each paper.

 

REGISTRATION AND SECONDARY SCHOOL ASSIGNMENT

1,837 students were registered for the Assessment. This included 943 males and 894 females. However, 1,835 students wrote the Assessment; 941 were males, while 894 were females. 1,563 students were assigned to secondary schools throughout Grenada, Carriacou and Petite Martinique. This included 736 males and 827 females. Therefore, 272 students were retained at the primary school.

These students, once within the CPEA eligibility age will have another opportunity to write the Assessment in 2016. On the other hand, those who have passed the age will write the National School Leaving Examination in 2016.

In 2014, 1,605 candidates were registered; 813 were males and 792 were females. However, 1,438 students were assigned to secondary schools.

 

Table 1: The number of students assigned to each secondary school

SECONDARY SCHOOL NUMBER ASSIGNED
F M GRAND TOTAL
ANGLICAN HIGH SCHOOL 115 115
BEACON HIGH SCHOOL 4 2 6
BISHOP’S COLLEGE 20 16 36
BOCA SECONDARY SCHOOL 25 34 59
GRENADA BOYS SEC SCHOOL 135 135
GRENADA CHRISTIAN ACADEMY 7 15 22
GRENADA SEVENTH DAY ADVENTIST COMPREHENSIVE SCHOOL 19 25 44
GRENVILLE SECONDARY SCHOOL 46 74 120
HAPPY HILL SECONDARY SCHOOL 47 44 91
HARBOUR LIGHT 0 1 1
HILLSBOROUGH SECONDARY 16 16 32
J W FLETCHER CATHOLIC SECONDARY SCHOOL 28 14 42
MAC DONALD COLLEGE 31 36 67
PRESENTATION BROTHERS’ COLLEGE 72 72
ST ANDREW’S ANGLICAN SEC 52 50 102
ST JOHN’S CHRISTIAN SEC. 17 22 39
ST JOSEPH’S CONVENT (ST GEORGE’S) 105 105
ST MARK’S SECONDARY SCHOOL 47 45 92
ST DAVID’S CATHOLIC SECONDARY SCHOOL 22 18 40
ST JOSEPH’S CONVENT (GRENVILLE) 102 102
ST ROSE MODERN SECONDARY 17 25 42
WESLEY COLLEGE 50 28 78
WESTERHALL SECONDARY SCHOOL 43 49 92
WESTMORELAND SECONDARY SCHOOL 14 15 29
GRAND TOTAL 827 736 1,563

 

GENERAL RESULTS

The highest score attained in the assessment was 490 out of a maximum possible score of 500. According to the Caribbean Examinations’ Council (CXC), Grenada captured the top three positions in the region. Daryl Streete from Beacon Junior and Leoneal Rennie from St Andrew’s RC were ranked number one in the region by CXC. While Kayla Jordan of Westmorland Secondary School placed third. The national mean was 66.2 and the standard deviation 15.01. This reflects that the mean has remained the same when compared to 2014’s 66.23 and has improved as compared to the 2013’s 63.26. 85.1% of the CPEA candidates writing the assessment procured fifty percent or above in the assessment.

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.

 

External Component

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 65.96, an improvement of 0.92. In Language Arts the mean was 58.63, a decline from 2013’s 62.64 and an increase of 0.72 was recorded in Mathematics.

 

Table 2: The national mean in each subject area in the external

Subject Maximum Possible Score National Mean (2014) National Mean (2013)
Mathematics 100 56.93 56.21
Language Arts 100 58.63 62.64
Science 100 65.96 65.04

 

Table 3: The number of students obtaining scores in the presented range in the external component

Range of Scores Number of Students
Mathematics Language Arts Science
M F TOTAL M F TOTAL M F TOTAL
0–20 10 5 15 07 01 08 01 00 01
21–40 231 165 396 201 58 259 122 36 158
41–60 360 295 655 362 305 667 298 198 496
61–80 224 279 503 324 445 769 354 445 799
81–100 116 150 266 47 85 132 166 215 381
TOTAL 941 894 1,835 941 894 1,835 941 894 1,835

 

8 students attained a perfect score (100%) in Mathematics in the external component in 2014. While in 2013, only half (4) of this number attained 100% in Mathematics. Additionally, 3 and 0 students obtained 100% in Language Arts in 2013 and 2014, respectively. While in Science only 1 student achieved maximum score both in 2013 and 2014.

 

Internal Component

In the internal assessment, the best performance was recorded in Civics, followed by Language Arts, Science, and Mathematics at the rear. Table 4 below demonstrates the national mean in all of the areas.

 

Table 4: The national mean in each subject area in the internal

Subject Maximum Possible Score National Mean
Mathematics 100 71.07
Language Arts 100 74.28
Science 100 73.61
Civics 100 77.87

 

Table 5: The number of students obtaining score in the presented range in the internal component

Range of Scores Number of Students
Mathematics Language Arts Science Civics
M F T M F T M F T M F T
0–20 12 8 20 3 0 3 3 2 5 1 0 1
21–40 80 30 110 66 13 79 62 21 83 8 4 12
41–60 209 144 353 179 75 254 177 114 291 144 51 195
61–80 306 313 619 352 319 671 313 319 632 357 331 688
81–100 334 399 733 341 487 828 386 438 824 431 508 939
TOTAL 941 894 1,835 941 894 1,835 941 894 1,835 941 894 1,835

When compared to the other three subject areas, the number of students obtaining scores of 0–20 on the internal assessment was most for Mathematics.

 

Internal and External Combined

Table 6: The number of students obtaining score in the presented range in both the internal and external components

Range of Scores Number of Students
M F TOTAL
0–20 0 0 0
21–40 72 17 89
41–60 341 219 560
61–80 380 444 824
81–100 148 214 362
TOTAL 941 894 1,835

When both the internal assessment and the external assessment scores were combined, most students (44.8%) fell within the 61–80 range of scores. No student obtained score from the 0-20 range.

 

Table 7: Number of students obtaining 50% and above in the external assessment

Percentage Number of students by gender Grand Total
F M  
< 50% 337 175 513
> 50% 604 719 1323
Grand Total 941 894 1,835

 

Table 8: Number of students obtaining 50% and above in the internal assessment

Percentage Number of students by gender Grand Total
F M
< 50% 112 31 144
> 50% 829 863 1,692
Grand Total 941 894 1,835

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