GSAT Review to Find Solutions to Go Forward, Says Project Manager

Project Manager/ Chairperson of the GSAT Review Committee Miss Jean Hastings says that the second phase of the Grade Six Achievement Test (GSAT) Review, which has been the subject of debates in the past weeks, is geared to finding solutions to move forward.
Miss Hastings made the disclosure today (February 24) during a Think Tank session at the JIS in Kingston.
“The Ministry has now directed that the Committee do, what is called, the second phase of the review process, which is where we are searching for solutions. We are going to be exploring the solutions and where we go from here with the GSAT”, she explained.
According to Miss Hastings, the GSAT Review will take time and, when completed, the report will be presented to the Minister of Education to be submitted to Cabinet for approval.
“It will have to be approved at that level for implementation in the system. Which is why I say, it will take time, because once we have examined and determined whether or not we have enough spaces, then there might be a construction programme involved,” she stated.
“The review of the Grade 6 achievement test came about because of a number of queries, complaints and concerns that have been expressed over the years by parents, teachers. It’s been 10 years since the GSAT has been used for the transitioning of students to grade 7 of secondary education, so it was really timely for the MOE to review the exam. So, all of that combined, the Minister requested that a review of the GSAT be conducted”, she said.
The Project Manager also discussed the perceptions of parents, as they relate to high performing schools and how their children are placed.
“When we looked at some of the comments and findings, it is very clear that though there are some concerns surrounding the exam itself, and the curriculum on which the exam is based, the most worrying thing is the placement of children and placement in terms of what is perceived as quality spaces,” she commented.
“So, there is really a very high demand for a cluster of schools that are perceived as the top performing schools, even though all children are placed based on the results of their exam,” added.
She further explained that a framework will be developed to better address the issue of placement in the future.
“We are going to develop a framework to guide the School Improvement Act, which will really address the issue of placement and trying to find quality, and we are looking at quality in terms of the physical space, the resources, the equipment and the level of instruction that is provided, so that we can change the perception”, Miss Hastings concluded.