CPE: Same old chorus
Yannick Rivet
By Yannick Rivet
Published on 11th April, 2008
Years go by and the Mauritius Examinations Syndicate’s reports on CPE results look the same. Despite a slight improvement in the overall performance, the CPE report for 2007 shows the same shortcomings as the preceding years: rote learning, poor understanding, poor vocabulary, difficulty in verb agreement, tenses and interference of Kreol and French.
Subject-verb agreement, choice of appropriate tenses, right verb forms, as well as writing longer pieces of prose remain problematic for a great number of pupils sitting for CPE examinations, says the CPE report 2007 of the MES. It echoes the precedent reports which also highlighted a strong influence of French/Creole syntax.
This report which is meant to be read by all teachers, from standard one to standard six, aims at giving a broad picture of the kind of mistakes candidates tend to make in the examination, so that appropriate measures can be taken early enough to improve candidates’ performances. The same situation can be found for French despite an average pass performance of 51,2%.
Among its recommendations, the report suggests that reading and comprehension classes should be made more interactive where students may learn to discuss, think and justify their answers.
Concerning sciences, the report indicates that “as noted in previous reports, it was noticed that many answers were learnt by heart without the children understanding the scientific concepts behind the lesson. Though many pupils performed well in Science there was equally a large number of children who could not score the minimum pass mark.” In fact candidates’ scripts show that attention is needed in understanding and writing of English language, in the understanding and application of scientific concepts to solve problems in everyday life and the development of observational skills, says the report.
The report reommends the use of demonstrations, experiments, observations, classifications, hands-on experiences, discussions, project work, role play, brainstorming, modelling and games for the effective teaching of Science.
This report which is meant to be read by all teachers, from standard one to standard six, aims at giving a broad picture of the kind of mistakes candidates tend to make in the examination, so that appropriate measures can be taken early enough to improve candidates’ performances. The same situation can be found for French despite an average pass performance of 51,2%.
Among its recommendations, the report suggests that reading and comprehension classes should be made more interactive where students may learn to discuss, think and justify their answers.
Concerning sciences, the report indicates that “as noted in previous reports, it was noticed that many answers were learnt by heart without the children understanding the scientific concepts behind the lesson. Though many pupils performed well in Science there was equally a large number of children who could not score the minimum pass mark.” In fact candidates’ scripts show that attention is needed in understanding and writing of English language, in the understanding and application of scientific concepts to solve problems in everyday life and the development of observational skills, says the report.
The report reommends the use of demonstrations, experiments, observations, classifications, hands-on experiences, discussions, project work, role play, brainstorming, modelling and games for the effective teaching of Science.