Where is equity in e-testing?

The question that immediately arises is, “Are the countries of the Caribbean prepared to execute this measure without disadvantaging anyone?” Of more import to us of course is whether or not Trinidad and Tobago is currently positioned to implement e-testing successfully.

This question has arisen at this time since in Trinidad and Tobago the process of running pilot e-testing has begun. While there may be many benefits to e-testing, we cannot do like we have done with potentially beneficial innovations in the past and put the cart before the horse.

If e-testing is to be successfully implemented then we must proceed with caution and ensure that all systems are in place, because the one thing we want to avoid is institutionalising further disadvantages into the education system.

In this regard, TTUTA, drawing on research and discussions in other jurisdictions desirous of implementing any form of online assessment, would like to highlight the various areas to which careful consideration must be given to ensure that this innovation would be fair and equitable to all students, whether located in Toco, Cedros, Charlotteville or Port-of-Spain.

These include access to sufficient bandwidth, access to devices, changes in school schedules, test administration, professional development, technical support and needs assessment and planning.

An initiative such as this cannot be expeditiously implemented without proper consideration of the foregoing factors.

The following questions need to be asked: *Is there adequate bandwidth (in terms of speed and access) across the length and breadth of Trinidad and Tobago to ensure that in spite of a student’s location they have an equal opportunity to successfully completing the examination? *Do children have access to devices whether at school or home to support e-testing? * If only carried out at the level of the school, have we considered the necessary student-to-device ratio that will be needed to successfully conduct the examination? *Do we have the capacity to administrate such an examination? *Have our teachers been adequately prepared to create and use digital content, manage online relationships and collaborate within an online community? *How about ongoing technical support, funding and planning? The foregoing are just a few of the questions that need answers before we can proceed with full implementation of this initiative.

We recognise that there are some quarters that may construe the association as being opposed to advancing new technologies and innovations in education.

However, this is far from the case. Our experience has taught us to be vigilant and very cautious when the Ministry of Education embarks on any innovation in education, because in most instances it is fuelled by expedience rather than the best interests of our students, contrary to its usual pronouncements.

TTUTA cannot be silent while the ministry attempts to blindly follow the dictates of a service provider that seems to forget that it is in fact in the employ of the citizens of the country and the region.

We acknowledge that there are some benefits to e-testing. Nevertheless, we are convinced that without the necessary infrastructure in place, e-testing can have the affect of entrenching a class system based on privilege, prestige and location.