Page 489 - SUBSEC October 2017_Neat

Table showing the School-Based Assessment Skills for CAPE® Physics
Skill Unit 1 Unit 2
Observation, Recording and Reporting 9 9

Manipulation and Measurement 9 9
Analysis and Interpretation 9 9
Planning and Designing 9 9

Project 9 9
TOTAL 45 marks 45 marks

16. The Assistant Registrar/EDPD informed the meeting that while Paper 01 would still comprise
45 multiple-choice items, 15 from each Module. Changes were made to Paper 02, which would now
consist of three compulsory structured essay questions, one from each Module with each worth 30
marks. He stated that the Paper 02 was designed to assess the depth and not the breadth of the
syllabus. The Assistant Registrar/EDPD further stated that this format will facilitate this process since
it allows for the inclusion of not only structured questions but also for more essay-type questions.

17. The Assistant Registrar/EDPD indicated that the weighting for the assessment will be the same
as with the current syllabus which is 40 per cent each for papers 01 and 02 and 20 per cent for Paper
03 which is the SBA component. He told the members of the Panel that the reliability of the marks
awarded by teachers on the School-Based Assessment is an important characteristic of high-quality
assessment. Therefore, to assist in this process, the Council would undertake onsite moderation of
the School-Based Assessment which would be conducted by visiting external Moderators. The
Assistant Registrar/EDPD informed the meeting that the format Paper 032 which is for private
candidates only, will still consist of three questions, one from each Module, as follows:

(a) a practical-based question to be executed by the candidate;

(b) a question based on data analysis; and,

(c) a data analysis/a planning and design exercise.

This paper will assess the same skills as the Paper 031, the SBA (see details at Appendix III).

Comments from Specialists

18. The Assistant Registrar/SCD advised the Panel that the revised draft CAPE® Physics Syllabus
was also sent to Professor Michael Taylor, Head of Department (Physics), University of the West Indies,
Mona, Jamaica; Dr Shirin Haque, Deputy Dean (Faculty of Science and Technology) and Dr Ricardo
Clarke Head of Department (Physics), University of the West Indies, St Augustine, Trinidad and Tobago;
Dr Janak Sodha, Head of Department (Computer Science, Maths and Physics), University of the West
Indies, Cavehill, Barbados; and Dr Kamilah Hylton, Dean, Faculty of Science and Sport, University of
Technology, Jamaica; for comments. Specialists from these institutions were asked to comment on
the following:

(a) the value of the syllabus for preparing students for further education;

(b) the value of the syllabus for providing skills necessary for life;

(c) the value of the syllabus for preparing students for the world of work; and,

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