EPE pass mark adjusted to 'align with school standards’ - Hon Natalio D. Wheatley
The decision—to lower the pass percentage from 60% to 50% at the ESHS—first revealed yesterday by acting Principal Ms Vanessa Garraway, has since sparked some amount of public uproar, including from Leader of the Opposition, Hon Marlon A. Penn (R8) over its possible impacts on the quality of education in the territory.
Impacts on Education
“By now, many persons would be aware that I made a decision in regard to what the pass mark for the Exit Proficiency Examination should be. I am happy to discuss the context and rationale for such a decision," Hon Wheatley said as part of his opening statements in addressing what impacts his decision could have on the integrity of graduation results and the education system.
In pointing out that he comes from a family of educators and maintains high standards, Hon Wheatley implored, “I understand very well that failure is a very important part of the learning process. Shifting standards to accommodate poor performing students sends the wrong message.”
As part of the announcement, the ESHS Acting Principal had indicated that the pass percentage for the EPE had been lowered to give students who had failed, an opportunity to pass.
The minister noted that the decision was not taken lightly, “I consulted with education officers, teachers, parents, and students. I researched as much information as was available to me, and I carefully considered the implications of such a decision,” he said.
Hon Wheatley was clear to point out that if students did well in their course work throughout the year, but did not do well on the school leaving exam, they could still graduate and as such, the move to lower the requirements took all those factors into consideration.
This EPE exam, introduced in 2016 under the then Minister for Education Myron V. Walwyn, replaced the School Leaving Examination, which accounted for 15 percent of the requirements towards graduation.
Student welfare first
“I must emphasise that the number one consideration for this action was the protection of the interests and welfare of our students in the immediate and long term. And I can assure the public that this action is a part of an overall reform that will ultimately strengthen our education system,” he said.
However, many on social media including callers on the Monday, June 24, 2019, edition of ‘NDP radio’ has chastised the government’s move to supposedly ‘lower the standards of education.’
In further justifying the move, the Minister notes, “Final assessment reveals not just what students have learned but how well they have been taught. So assessment cannot be separated from the process that leads to assessment,” he said in pointing out that education must adapt to the learning style of the students.
In highlighting the failures of the EPE, he said it is an exam that must be passed to graduate regardless of how well the student performed throughout their academic life. “Therefore, if students passed all other requirements and even thrived in their 6 years of secondary school, they would not be able to graduate if they did not test well.”
Following the announcement, the ESHS Acting Principal said that with the adjustment, of the 14 students who did not pass the EPE Exams, 9 were able to pass.
EPE has shortfalls – Hon Wheatley
In pointing out more faults in the system, Hon Wheatley said, “Very early in my tenure as Education Minister, I discovered there were a number of students who were honour students who failed the EPE.”
"One student was not going to be able to graduate, because she failed the exam. But in her final year at ESHS, she had a 3.4 GPA, far higher than many students who would be receiving their diplomas. Her grades in this her final year were as follows: English B, Social Studies A-, Technical Drawing B+, Physical Education A+, Human and Social Biology C+, Woodwork B+, Electronic Document Preparation B+, Tourism A+, Math B+. This type of profile was not unique. There were several other students failing with GPA’s above 3.0," he said.
In making a list of disadvantages, the Minister further pointed out shortcoming with the exam. “How was it possible that students would perform so well during the course of the school year but fail this exam; and what was this exam measuring?”
He pointed to preparation shortfalls, failure to show weak areas in failed students, the school shift system and other issues such as anxiety and formatting as shortfalls.
“After a careful, examination of the facts, it would be callous for me to ignore the blatant ways in which students were placed at a disadvantage,” the minister said.
Leveling the playing field
He said when the system lacks consistency and fairness, another problem is created that has very far-reaching consequences, “Students who have worked hard and, in some cases, are honour students, would be denied the opportunity to participate in one of the most memorable experiences of their young lives.”
“And this was the background upon which I made the decision, not simply to lower the pass mark of the exam, but to align the pass mark of the exam with the school’s standards. This means that if the school has a pass mark of 55 the exam will have a pass mark of 55. If the school has a pass mark of 60, the exam will have a pass mark of 60. This was the right decision,” he said.
The Minister further promised reforms of the entire education sector and policies at the pre-primary, primary, secondary, technical and vocational levels.
9 Responses to “EPE pass mark adjusted to 'align with school standards’ - Hon Natalio D. Wheatley ”
I would like to point out that it is quite possible for a student to perform well throughout the school year and receive a failing grade or a very low grade on an EOY (end of year) exam. Reasons being, there are several things that affects the final grade overall grade/s such as class participation, quizzes, class test, projects and the likes. Some students do struggle sometimes when they have to do EOY or EOT (end of term) exams not only because of the added pressure but also because some students and or teachers just do not prepare/review adequately enough. Hence the poor results at times. This I know first hand because I have children of my own.
Whatever it takes to bring a high level of academic and overall intelligence for the students of the Territory I strongly endorse. You and your team have my blessings!
In addition, failure to show weak areas in failed students should be addressed in a report where teachers and students can review before the students are allowed to redo the exam.
From 15% to 60%? Not good, students graduation grades should account more of what they did during the last 2 school years for their chosen program (science, arts, business, etc.). Why not breakdown the exit exam in 2 parts, one exam in January and one in May in the last school year? Since a 2 week break is given over the Christmas holidays, students can prepare well for the January exam. Only a suggestion.