Barbados Teachers Union Raises Concerns Over School Assessment Reforms

A major overhaul of how primary school students are assessed could place added financial strain on schools already short of resources, the Barbados Union of Teachers (BUT) has warned, as it questioned how the Ministry of Education Transformation plans to fund the changes.

BUT president Rudy Lovell said the changes being discussed have the potential to benefit students, but implementation would require adequate resources, infrastructure and sustained financial investment.

“Educational reform cannot succeed on vision alone. It requires adequate resources, infrastructure, and sustained financial investment,” Lovell told Barbados TODAY.

He noted that many primary schools already face resource constraints, with teachers frequently purchasing classroom supplies, teaching aids and other materials out of their own pockets to support learning.

According to Lovell, project-based learning often requires additional materials, technology, research resources, flexible learning spaces and opportunities for collaboration. He said continuous assessment also places additional demands on teachers through increased preparation, professional development, record-keeping and ongoing support to ensure consistency across schools.

“The proposed reforms are likely to place even greater pressure on schools,” he said.

His comments come as the ministry continues consultations on proposed changes to the transition process from primary to secondary school.

Last month, the ministry announced that from September 2026, students entering Class Three would begin a new assessment model designed to replace the current reliance on a single high-stakes examination.

Under the new arrangement, assessment will be spread across Class Three and Class Four, with 50 per cent based on continuous assessment and 50 per cent on standardised testing.

At the time, education minister Chad Blackman said the changes would provide students with a broader opportunity to demonstrate their abilities and allow educators to assess students using different methods rather than relying solely on a three-hour examination.

Chief Education Officer Dr Ramona Archer-Bradshaw said the continuous assessment component was intended to recognise that children are multifaceted and should be evaluated on what they know and can do over time.

Lovell told Barbados TODAY on Friday that the objectives of the reform were understandable but questioned how schools would be supported in delivering the new system.