Dear Editor,

Significant attention needs to be focused on reshaping the exam-driven culture we have developed in Guyana.  This trend has caused significant harm and is in danger of compromising one of the boldest reforms in local education initiated in recent times.  There is no better place to start than the crucial primary cycle. We are all too familiar with the shortcomings of the existing Grade Six Assessments (formerly the Secondary School Entrance Examinations).  The initiation of the continuous assessment approach was hailed as a step in the right direction by many in the business of education.  Though it holds tremendous promise, its benefits could elude us if it is not implemented in the manner it was intended.  
Recent evidence suggests that the majority of parents and teachers see these assessments as simply replacements for the former exams.  As such, students are being subjected to lessons as early as the second grade in preparations for the assessment.  This feeds into the mindset that the only thing that counts is performance in the exam.  This is sad, since the Grade Two Assessment should not be viewed as an examination per se.  It should be likened to your child’s first trip to the dentist. This diagnostic should inform parents, students and teachers alike of the child’s strengths and weaknesses in key academic areas. This in turn should enable the teachers to maintain the strengths and develop strategies for overcoming the exhibited weaknesses.  As such, the third and fourth years in the students’ primary education become critical to their overall development. 

For this to work however, the following are essential:

1. Teachers must approach the in-house assessments with objectivity, ensuring that they capture the students’ genuine ability.

2. Results of the students’ performance must be returned to the schools in a timely manner to facilitate the necessary planning for the ensuing academic year.

3. A systematic approach needs to be developed to address the demonstrated weaknesses of students between the Grades Two and Four Assessments with teachers and heads being held accountable for student performance.  Weaknesses in grade two should never reappear wholesale in grade four.

4. An awareness campaign should be developed to further inform parents and teachers of the nature and value of these assessments and the critical role they could play in ensuring the benefits are realized. 

We need to work on re-programming the minds of our teachers, parents and the public in general, de-emphasizing examinations and stressing instead the importance of competence.

This will discourage the practice of teachers teaching to the exam, and instead focus their attention on ensuring every student graduating from primary school masters the literacy and numeracy expectations.  More importantly, the tremendous burden placed on students at an early age to ‘pass’ or ‘fail,’ a scar they currently carry with them throughout their lives, could be slowly lifted as they all emerge from the primary cycle with a greater chance of success in higher education. 

Yours faithfully,
Olato Sam