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24. Dr Mclean informed the SUBSEC that the direction of the CXC syllabi aligns with the
approach being taken in Jamaica to develop the new curriculum. She sought clarity on
whether the items for CXC examinations were written each year. The Registrar explained
that a fairly robust item bank was in place for Paper 01. For Paper 02 however, some items
were developed at meetings each year. The process in some instances outputted items which
were not up to the required standard and the organization was now in the process of moving
to the stage where all items for Paper 02 forms part of the Item Bank.

25. In response to an enquiry from Dr McLean regarding the out-of-school centres
engaged in Jamaica, Mr Cleveland Sam, Assistant Registrar, Public Information and Customer
Service (PICS) informed the SUBSEC that the Overseas Examinations Commission had
provided the CXC with a list of 10 centres. Those centres were part of a focus group session
held in April 2017 with the view to have them become involved in the CXC approved centre
programme. Dr McLean informed the SUBSEC that Jamaica has a very keen interest in the
out-of-school population as evident in the Learn, Earn, Give and Save (LEGS) programme
being implemented by the Government of Jamaica. She advised that the Ministry of
Education, Youth and Information (MoEYI), Jamaica would be willing to collaborate with the
CXC as it relates to the out-of-school population. The Registrar recorded the CXC’s
willingness to collaborate and committed to keep the Ministry in the loop.

26. Miss Yasmin White, Montserrat representative, informed the SUBSEC that having
exposed students in Montserrat to the Caribbean Primary Exit Assessment (CPEA)
methodology and the successes recorded, she is concerned about what happens in the gap
between the CPEA and CSEC® as it relates to School-Based Assessment. The SUBSEC heard
from the Registrar that CXC had begun preliminary work to look at how closely the CPEA
impact students and how the methodology can be transferred from first form through to fifth
form.

ITEMS 6 - 9: CARIBBEAN ADVANCED PROFICIENCY EXAMINATIONS (CAPE®)

Report on the Meetings to finalize the Science Cognate (Biology, Chemistry, Physics)

27. The SUBSEC received the report on the meeting to complete the revision of the
CAPE® Biology, Chemistry and Physics syllabuses (CAPE® Science Cognate) and noted the
timeline of activities which led to current revisions. Members also noted that similar
amendments were made to specific areas of each syllabus, namely: Specific Objectives,
Rationale, Aims and Explanatory Notes. Two sections were also added: Suggestions for
Teaching and the Practical Approach. Each syllabus also had a reduction in the number of
questions on Paper 02 to make it more psychometrically robust.

28. SUBSEC heard that the assessment component of each of the syllabuses would consist
of three papers: Paper 01 – forty-five multiple choice items, Paper 02 – three compulsory
essays and Paper 03 - a SBA which comprises a practical lab and one research paper. The
SUBSEC also heard that students would be encouraged to do group work, and a single SBA
in instances where they were completing more than one subject of the science cognate.

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