CXC chemistry paper concerns spark reform call

his year’s Caribbean Advanced Proficiency Examination (CAPE) chemistry exam has sparked outrage among teachers and students across the region.

The development has prompted an outspoken critic of the Caribbean Examinations Council (CXC) to urge CARICOM governments to hold the 52-year-old exam body accountable to ensure fair and accurate assessments for students.

Paula Ann Moore, spokesperson for the Caribbean Coalition for Exam Redress, made the call after concerns were raised that questions on the May 9 Caribbean Advanced Proficiency Examination (CAPE) Chemistry Unit Two paper focused on material from the Unit One syllabus, not Unit Two.

The Barbados-based CXC sought to dispel these concerns on Friday, stating its investigations proved the Unit 2 paper questions “were indeed designed for candidates to demonstrate knowledge of material covered by the CAPE Chemistry Unit Two syllabus”. It added: “We stand by our robust quality assurance system… ensuring the efficacy of the examinations.”

But a veteran chemistry teacher with in-depth knowledge of the controversy who spoke to Barbados TODAY on condition of anonymity owing to the sensitivity of the matter said the Unit Two chemistry exam contained numerous errors and tested material not covered in the Unit Two syllabus.

The source explained that CAPE, like its predecessor Cambridge examination syndicate’s A-level exam, was structured for Lower Sixth and Upper Sixth forms, with students completing the full CAPE syllabus across both years. CAPE offers Unit One and Unit Two as “stand-alone” exams that can be taken independently. But some schools here and throughout the region have students take Unit Two in Lower Sixth before Unit One in Upper Sixth, noting that one was not a prerequisite for the other. She acknowledged that Unit One is “recommended” before Unit Two but it is not a requirement.

This year’s Unit Two exam apparently included questions on topics only found in the Unit One syllabus, such as titration curves and choice of indicators. “If Unit Two is not dependent on Unit One and Unit Two stands alone, you cannot justify bringing a question like that,” said the source.

In addition, the exam had ambiguous questions, confusing structures and reaction schemes that did not match what was taught, the source explained. This disadvantaged students who rely on Unit Two to gain university acceptance, scholarships or other financial aid. “Our kids really have a lot on the line when CXC does sh** like this,” said the angry teacher.

“In St. Maarten, children left the exam having panic attacks,” the source said. “If you know that your syllabus is supposed to be testing X and we’re supposed to be teaching X, you can’t bring stuff that’s clearly not on a syllabus.”

Barbados TODAY was told that teachers across the region are preparing detailed analyses of the exam question-by-question against the syllabus, but so far CXC has denied any issues with the exam.

Teachers have lost faith in the marking process, which is now done remotely online, the source said. A chief examiner, brought in from academia instead of high schools, sets questions, marks, and seeds (pre-marked scripts) without input from classroom teachers.

The veteran CAPE chemistry educator used this analogy: “What CXC has done is… that the criminal went and investigated itself and found itself not guilty,” suggesting a need for an outside evaluation of the exam and a return to in-person marking, called table marking, which ensured discussion among markers to ensure fairness for all students across the Caribbean.

Over the last decade, CXC has abandoned table marking in favour of online marking, citing travel and accommodation costs for moving hundreds of teachers across the region during each year’s marking season. Teachers have complained that the “cross-fertilisation” of ideas and the notion of regional integration at work in assessing students have been lost or severely diminished as a result.

CXC’s response sparked Moore’s criticism for its “cold and impersonal tone”. She expressed “great sorrow” at the “callous statement”, saying the anxiety of thousands of students who sat the exam and the potential impact on their remaining tests is “substantial”.

Regional chemistry experts and consultants concluded the paper was “fundamentally flawed”, Moore said, adding: “We need to reassure our children that when they put in the work, they can be confident in just, fair, and accurate outcomes from our premier exam body.”

Echoing the 2020 “grading fiasco” when CXC initially dismissed concerns it later admitted were valid, Moore criticised the “corporate culture, vision, and values that do not hold students at the centre” and the “protective measures” making it difficult to get “respectful communication and justice”.

Questioning if CARICOM governments will “accept this mistreatment…year after year”, she expressed scepticism about CXC’s ability to change, suggesting “this callous, cruel culture is too embedded”. Moore revealed there have been ongoing issues for five years, citing reported flaws in other CXC exams.

“Our children are entitled to exams that are valid, reliable, and fair, and that should be the cornerstone of…CXC,” Moore concluded. “Clearly, they are not meeting the moment. CXC has been tested, found wanting, let down our children, insulted our teachers, and demoralised all of us.” (RG)