Formative approaches to constructing syllabuses for the Caribbean Advanced Proficiency Examinations

Abstract

This paper examines the approaches used to construct syllabuses for the Caribbean Advanced Proficiency Examinations (CAPE). These approaches are described as "formative." Two principles undergird the major activities that drive syllabus development using this approach--the iterative and the widely consultative process, and the use of data from a variety of sources as a feedback mechanism. This formative approach to syllabus construction produces a document that is culturally relevant, authentic, and "fit for purpose"