Abstract
ABSTRACTThis study was designed to uncover and evaluate unintended and indirect consequences of using the Secondary Entrance Assessment (SEA) in Trinidad and Tobago for high-stakes selection and placement. A major argument is that the test-taker is central to consequences, both intended and unintended. Data were obtained from eleven-year-olds preparing and taking the examination using multiple qualitative methods, which privilege agency and personal and social consciousness. Methods capturing the test-takers’ experience included diaries, focus groups, drawings, photovoice, and photo-elicitation. The findings were summarised by a theory of action and reported in integrated themes. Test preparation was mostly drill and practice. Both test preparation and test-taking were emotion-eliciting events requiring significant investment in positive social relationships to buffer negative impact. The costs and impact of early high-stakes examinations in Trinidad and Tobago might be higher than anticipated.
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