Page 378 - SEC_2017WorkingDocument_Neat

COMMENTS ON 2017 EXAMINATION PAPERS: Test Design.

Contributors:
√ ASSOCIATION OF PRINCIPALS OF ASSISTED SECONDARY SCHOOLS
(APASS)
√ ASSOCIATION OF PRINCIPALS OF PUBLIC SECONDARY SCHOOLS (APPSS)
√ BIOLOGY EDUCATORS NETWORK OF TRINIDAD AND TOBAGO (BENTT)
√ CHEMISTRY EDUCATORS NETWORK OF TRINIDAD AND TOBAGO
(CENTT)
√ DIVISION OF CURRICULUM PLANNING AND DEVELOPMENT (CPDD)
√ FRENCH ASSOCIATION OF TRINIDAD AND TOBAGO (FATT)
√ PHYSICS EDUCATORS NETWORK OF TRINIDAD AND TOBAGO (PENTT)
√ School submissions: SHIVA BOYS’ COLLEGE, ST JOSEPH’S CONVENT, San
Fernando.

A. CSEC Level

Subject Comment Recommendation
Economics PAPER 02
 Question 1 Part (d) – An individual’s
disposable income has increased. The
choice for the individual arises from the
equation Y = C + S. Explain these
choices.
 The equation Y = C + S is not directly
taught at CSEC level as it is a reference
to the Keynesian assumption about
consumption and saving (taught
explicitly at CAPE Unit 2 level).
 Although students would have been
exposed to each variable (Y, C and S)
they may not have been exposed to the
equation, hence the reference to it may
have thrown students off.

 Question 3 (d) – The stimulus material
did not appropriately guide the students
towards the correct response and may
actually have distracted them into
responding to other aspects of the topic
brought up in the stimulus material.
ENGLISH PAPER 2:
B Question 5, there was an error here as the Better review of questions

33