CHANGES to the Grade Six Achievement Test (GSAT) will not be introduced for at least another three years, education minister Andrew Holness told Career & Education this week.

The minister said a number of stakeholders would have to be consulted before changes were made to the GSAT, which is used to measure the achievement of students completing primary-level education in Jamaica, as well as to place students in secondary schools and to test their readiness to access secondary education.

A review of the GSAT commenced two years ago, and the findings and recommendations of the GSAT review committee are currently undergoing islandwide consultations.

Hundreds of educators and parents turned out at the second of six such consultations held at Jamaica College in St Andrew on April 21.

Manager of the GSAT review committee Jean Hastings emphasised that the proposed changes to the GSAT were in the proposal stage and the public was encouraged to make suggestions for improving the examination.

Concerns expressed by the participants included:

* a fair way of incorporating a book review into the exam;

* the need for some level of zoning to ensure students attend schools close to home;

* the amount of content in the exam (many said the exam has too much content at present); and

* the the level of stress that students undergo while preparing for the critical exam.

The GSAT currently consists of tests in five subjects done over two days in the second term. The five subjects are Language Arts, Mathematics, Social Studies, Science, and Communication Task. The GSAT review committee suggested a number of changes to the exam, including the introduction of a book report to be done from a choice of three books. The report, which would be due at the end of grade five, would contribute to the Language Arts paper.

The committee also suggested the introduction of a Grade Six Literacy Proficiency to replace the Communications Task and to serve as an index of measurement of literacy at the end of grade six.

A school-based assessment to contribute 15 per cent of the mark in some subjects was also suggested.

Among the findings of the review committee were:

* Stakeholders were unhappy with the use of one final examination for transition to the secondary level.

* Focus groups participants complained that drilling, cramming and practice tests were the main strategies used to prepare students for the examination. There is too much focus on delivering information, without paying attention to developing thinking skills.

* GSAT ignores the difference in maturity levels between boys and girls, thereby giving girls a distinct advantage.

* The attitude of teachers as well as low levels of accountability at some primary schools have a direct impact on the performance of students.