THE recent release of CXC results has painted a concerning picture of educational outcomes in the core Caribbean Secondary Education Certificate (CSEC) subjects of mathematics and English across the region. With only 36 per cent of students achieving passing grades in mathematics — a decrease of seven percentage points from the previous year — and 76 per cent passing in English A, down by two percentage points, it’s evident that the challenges faced by the education system have only been exacerbated by the COVID-19 pandemic.

This observation is not novel, many might say they could have predicted it. The Programme for International Student Assessment (PISA) 2022 results reflected similar trends in Latin American and Caribbean (LAC) countries, where students showed marginal improvements in reading and science compared to math. However, even with this improvement, nearly half of the students in LAC were still underperforming or falling behind in reading and science, just as they were in math.

The path forward: Assessment and data-driven improvement

To effectively tackle these issues we must first have a clear and accurate understanding of where students currently stand in their learning at key ages or grade levels. Research consistently shows that students who are not proficient in reading by age eight are likely to struggle to catch up. This is a critical age because it marks the transition from “learning to read” to “reading to learn”. If students have not mastered reading by this point, they are at a significant disadvantage for future learning across all subjects.

Without reliable and valid data, any efforts to improve student outcomes are essentially blind. Currently, the only trustworthy data source on student performance in Jamaica is the PISA assessments, which are supported by rigorous psychometric analyses. There is a noticeable absence of comprehensive, high-quality data from other sources, particularly due to the lack of supporting evidence such as details on how the exams were developed and what sources of validity evidence were used. This gap hinders our ability to gain a true and precise picture of the state of education.

Developing low-stakes standardised assessments

One solution is to introduce low-stakes standardised assessments to periodically sample students’ learning in critical areas such as math and literacy. Unlike high-stakes exams, these assessments would not contribute to students’ final grades or placement but would provide insights into their learning progress. The results can be used to inform targeted interventions at various levels, from individual students to schools.

Such assessments would also help parents, guardians, and educators better understand students’ proficiency in literacy and numeracy, allowing for more informed decisions about educational support. Moreover, the data could guide policymakers and researchers in developing effective strategies for school improvement and student success.

An alternative approach could be to enhance existing assessments, such as the Grade 3 Diagnostic Test. By strengthening its assessment methodology it could serve as a more accurate measure of students’ knowledge and readiness for future learning.

Incorporating contextual data

In addition to assessing academic performance, these assessment periods could be used to collect contextual information about students’ educational experiences through surveys. This data would provide a more holistic view of the factors influencing student outcomes and help tailor interventions to meet students’ specific needs.

Learning from international best practices

Countries like the United States (US) and Canada offer useful models for implementing such assessments. In the US, the National Assessment of Educational Progress tests students in grades four, eight and 12 every two years across various subjects. Its aim is to measure the educational achievement and progress of what representative students (not all students are assessed) know and can do. Similarly, in British Columbia, Canada, all students in grades four and seven undergo mandatory literacy and numeracy assessments each year. These low-stakes assessments ensure quality learning and provide a comprehensive view of student progress across the province.

Cost considerations

The cost to implement such an assessment is high — from hiring the right personnel to going through the test development cycle — making it financially challenging. Moreover, developing these assessments typically takes a minimum of two years before they can be used for “live” testing. Despite these challenges, the long-term benefits of informed educational strategies far outweigh the expenses.

This underscores the need for increased funding for education, aligning with one of the key policy priorities highlighted by Inter-American Development Bank (IDB) in its report, Lessons for Latin America and the Caribbean from PISA 2022. The IDB emphasises that sufficient resources must be allocated and spent wisely, noting that it’s not the amount of investments that counts — it’s how the money is spent.

While some may argue against frequent testing, it is essential to remember Peter Drucker’s adage: “What gets measured gets managed.” This holds particularly true in education wherein valid and reliable assessments are vital for tracking progress and making informed decisions. Without accurate measurement, our efforts to improve student outcomes are no better than guesswork.

As we move forward, let us prioritise the development of robust assessment systems that provide meaningful data to guide educational improvement. By doing so we can ensure that all students have the opportunity to achieve their full potential in numeracy, literacy, and beyond.

Jeneve Swaby is a measurement specialist. She is the founder and CEO of Psychometric Associates, offering professional development courses to teachers in educational assessment, and conducting psychometric and data analysis on all forms of assessment — educational, medical, psychological, credentialing, and workplace. Jeneve may be contacted at psychometric.associates@gmail.com.