Dear Editor,

The Caribbean Examinations Council’s (CXC) recent decision to transition away from the traditional School-Based Assessment (SBA) and Internal Assessment (IA) model in several subject areas has sparked widespread discussion among educators, students, and parents. While the announcement may have come as a surprise to many, it reflects the changing realities of educational assessment in an era increasingly influenced by artificial intelligence (AI) and growing concerns about academic integrity.

For several years, educators have grappled with the challenge of verifying the authenticity of students’ SBAs. The rapid advancement of AI has made it increasingly difficult to determine whether submitted work genuinely reflects a student’s knowledge and abilities. Compounding this issue is the long-standing practice of some students purchasing completed projects or paying others to complete their assessments. These practices undermine the fundamental purpose of continuous assessment, which is intended to develop research, analytical, and problem-solving skills over time.

However, technology is only part of the challenge. Although CXC’s assessment guidelines require teachers to supervise and monitor the development of SBAs, the realities within many classrooms often make this difficult. Large class sizes, competing administrative responsibilities, and limited instructional time can restrict the level of individual support teachers are able to provide. Consequently, many students complete their projects with minimal guidance, reducing the educational value that these assessments were originally designed to provide.

Against this backdrop, the introduction of the paper 3 alternative assessment represents a significant shift in the assessment landscape. Rather than relying heavily on coursework completed over several months, schools will now need to place greater emphasis on comprehensive syllabus coverage while equipping students with the analytical, research, and application skills required to succeed in a controlled assessment environment. Importantly, students will receive the broad focus areas in advance and will be permitted to bring prepared notes into the examination. This approach encourages deliberate preparation and thoughtful engagement with the content instead of relying solely on memorisation.

Understandably, some educators remain cautious about the transition. Nevertheless, the change should not be viewed simply as the removal of SBAs; instead, it presents an opportunity to strengthen the credibility of CXC’s assessment system, reduce concerns surrounding academic dishonesty, and refocus teaching and learning on authentic student achievement. It also places greater responsibility on students to demonstrate their own understanding while fostering the critical thinking and independent learning skills that are essential for success beyond secondary school.

Educational reform is rarely embraced without reservations, and this transition will undoubtedly require careful implementation and ongoing support. However, if managed effectively, it has the potential to restore greater confidence in regional assessments while ensuring that students are evaluated on their own knowledge and abilities. The responsibility now rests with educators, schools, parents, and students to embrace this new direction and work collectively to ensure that every learner is adequately prepared for the evolving demands of Caribbean education.

Ricardo Smith

Senior educator and social scientist

ricardo.professional.edu@gmail.com