Summary report on candidates’ performance in the 2019 CPEA

The Caribbean Primary Exit Assessment (CPEA) was introduced in place of the National Common Entrance Examination (CEE) for the first time in 2012.

The CPEA is a measure of the key skills required by students exiting the primary school system. It involves continuous assessment of students’ performance throughout Grades 5 and 6. Students are therefore assessed for formative, summative and diagnostic purposes. The CPEA has been developed by the Caribbean Examinations’ Council (CXC) in collaboration with the Ministries of Education throughout the region.

The 2018 Caribbean Primary Exit Assessment (CPEA) officially commenced with the internal component in September 2018 and culminated on Thursday, 16 May and Friday, 17 May 2019, with the external component. The assessment was opened to all students who were 11 on 1 September 2018.

The CPEA comprises 2 components:

• Internal Assessment (40% of total score)
• External Assessment (60% of total score)

Features of the internal assessment include:

• Project
• Book Report
• Writing Portfolio
• Self-assessment
• Practice in “Can-do” Skills: English, Mathematics, Science and Civics
• Teacher made test in English, Mathematics, Science and Civics

Features of the external assessment include fifty (50) multiple-choice questions in:

• (A) Language Arts
• (B) Mathematics
• (C) Science
• (D) Social Studies.

Students were given 75 minutes to complete each paper.

Registration and secondary school assignment

1,949 students were registered for the assessment. This included 1,011 males and 938 females. However, 1,931 students wrote the external component of the assessment, while 1,946 students participated in the internal aspect. 1,799 were assigned to secondary schools throughout Grenada, Carriacou and Petite Martinique. This number includes 902 males and 897 females. Therefore, 147 students were retained at the primary school; 41 females and 109 males. These students will have another opportunity to write the Assessment in 2020 if eligible or the National School Leaving Examination.

In 2018, 2,026 students were registered for the Assessment; 1,084 were males and 942 were females. However, 1,808 students were assigned to secondary schools.

Table 1: The number of students assigned to each secondary school 2019

Secondary School	Number Assigned
	F	M	Grand Total
Anglican High	115		115
Beacon High	1	1	2
Bishop’s College	16	20	36
Boca Secondary	59	63	122
Grenada Boys Secondary		151	151
Grenada Christian Academy	14	28	42
Grenada Seventh Day Adventist Comprehensive	21	28	49
Grenville Secondary	36	83	119
Happy Hill Secondary	46	35	81
Hillsborough Secondary	18	20	38
J W Fletcher Catholic Secondary	22	15	37
Mac Donald College	46	47	93
Presentation Brothers’ College		75	75
St Andrew’s Anglican Secondary	40	69	109
St David’s Catholic Secondary	61	58	119
St John’s Christian Secondary	19	32	51
St Joseph’s Convent (Grenville)	102		102
St Joseph’s Convent (St George’s)	105		105
St Mark’s Secondary	34	51	85
St Rose Modern Secondary	33	21	54
Wesley College	57	50	107
Westerhall Secondary	41	45	86
Westmorland Secondary	11	10	21
Grand Total	897	902	1,799

General results

The highest score attained in the assessment was 490 out of a maximum possible score of 500 as compared to the 481 in 2018. The lowest score obtained was 7 compared to 91 in 2018. The national mean was 71.68 and the standard deviation 14.90 14.14. This reflects an increase of 2.87 when compared to 2017’s 68.81.

92.4% of the CPEA candidates writing the assessment procured 50% or above in the assessment. This reflects a 3.2% increase against 2018’s 89.2% achieving the same mark.

All primary and secondary schools would be provided with the list of students assigned to each school and the candidates’ profiles as indicated by the raw scores.

External Component

In the external component, students performed the best in Science. Out of a total possible score of one hundred, the national mean in Science was 67.64, a decline of 3.31. In Language Arts the mean was 65.83, also a decline, of 0.94 from 2018’s 66.77, but improvements were recorded in Mathematics and Social Studies of 1.43 and 9.54, respectively.

Table 2: The national mean in each subject area in the external

Subject	Maximum Possible Score	National Mean 2013	National Mean 2014	National Mean 2015	National Mean 2016	National Mean 2017	National Mean 2018	National Mean 2019
Mathematics	100	56.45	56.21	56.93	60.25	57.16	54.13	55.56
Language Arts	100	58.91	62.64	58.63	58.86	64.50	66.77	65.83
Science	100	64.30	65.04	65.96	65.93	67.54	70.95	67.64
Social Studies	100						54.66	64.20

Five students obtained the perfect score of 100% in the Social Studies, external component in 2019. Two students attained the same mark for Mathematics and 3 achieved 100 in Language Arts. No student in Science was able to meet this optimal mark in 2019.

Internal Component

In the internal assessment, the best performance was recorded in Science, followed by Social Studies, Language Arts and Mathematics at the rear. Table 3 below demonstrates the national mean in all of the areas.

Table 3: The national mean in each subject area in the internal

Subject	Maximum Possible Score	National Mean 2014	National Mean 2015	National Mean 2016	National Mean 2017	National Mean 2018	National Mean 2019
Mathematics	100	70.55	71.07	74.90	77.86	79.92	79.95
Language Arts	100	72.92	74.28	75.92	77.78	80.29	80.37
Science	100	72.37	73.61	74.90	78.09	79.23	80.65
Social Studies	100	76.68	74.20	79.37	81.77	78.62	80.39

Table 4: Number of students obtaining 50% and above in the external assessment

Percentage	Number of students by gender		Grand Total
	M	F
< 50%	276	146	422
>= 50%	723	786	1509
Grand Total	999	932	1931

Table 5: Number of students obtaining 50% and above in the internal assessment

Percentage	Number of students by gender		Grand Total
	M	F
< 50%	46	19	65
>= 50%	964	917	1881
Grand Total	1010	936	1946

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Ministry of Education