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territories opted for the online version of that Paper for one or more subjects. It was expected
that more territories would opt to have their candidates take the Multiple-Choice paper in
that mode in a larger number of subjects.

80. TAC recommended that data gathered from this initial online administration be
analyzed to inform and improve the further deployment of this mode of testing.

81. FAC heard that during the discussion with the SACs, TAC noted their increased level of
comfort and confidence in the use of ICT in paper-setting and marking, as well as their
eagerness to consider and propose ideas for resolving issues. This was well illustrated in
several subject reports, including those for English A, English B, Information Technology,
Social Studies and Spanish. However, the SACs raised a few residual issues that required
attention. These included the continuing concern about the scheduling of a clearly defined
period for the process of standardization. The complaint was that the standardization process
invariably took place at the end of the regular work-day which is the time when participants
with full-time jobs could be available. This resulted in the standardization exercise going very
late into the night and this challenged the completion of the process within the scheduled
period. A number of SACs therefore suggested that CXC should seek to obtain one or two days
of time off from work for those involved in the standardization exercise.

82. Given the frequency with which this matter was raised by the SACs as one of the areas
of concern, TAC recommended that the Council should pursue ways of addressing this matter
in collaboration with Ministries of Education of participating territories.

83. FAC noted that improvements were made by the staff of the Examinations
Development and Production Division (EDPD) in preparing for the SAC meetings which were
conducted through distance communication. For most meetings, the relevant documents
were prepared and circulated electronically to SAC members ahead of time and made
available to TAC prior to, or at the time of, the visits with the SACs, which proved very helpful.
However, TAC noted that the resolution of the challenges of obtaining reliable distance
communication links for the meetings with the SACs had not kept pace with the improved
preparations for SAC meetings. In previous reports, TAC had called attention to the need to
address this challenge. The use of distance communication technology for the SAC meetings
was initiated in January 2012 and, since that time; CXC had been exploring options for
improving this way of conducting SAC meetings. TAC requested that this innovative use of
distance communication for SAC meetings be carefully monitored and measures taken to
make improvements. TAC had previously suggested that it may be useful to review the
applications used by other organizations, including the University of the West Indies, to assess
options which may be pursued for the necessary improvements.

84. TAC again recommended that this matter be given urgent attention so that

improvements in the use of distance communication for SAC and other meetings which use
the same technology may benefit from urgently needed improvement.

85. FAC heard that there had been continued improvements in paper-setting for most
subjects. These included paying special attention to the layout of the question booklet,
especially the adequacy of the space provided for candidates to write their responses in
accordance with the requirements of the e-marking process. This year, no complaints were

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