Revisions to the Caribbean Secondary Education Certificate science syllabuses reflect significant changes to the format of the School-Based Assessment and the process of moderation. The paper explores the professional development needs that these changes may cause. These include planning for teaching and learning, understanding administrative responsibilities and maintaining quality assessment. Assessment for learning is proposed as a suitable framework for supporting the professional development needs of teachers through collaborative activities such as teaming and mentoring.

The article provides a brief overview of the context that has led to the emergence of mixed methods research and examines current definitions for this research approach. It examines the philosophical framework for conducting mixed methods research and compares this with those for conducting quantitative and qualitative research. Finally, it presents different mixed methods design possibilities, and discusses some of the methodological implications of these designs, drawing on some of the research being conducted in the School of Education, University of the West Indies, Mona.

This paper reviews the initiative undertaken by the Faculty of Science and Technology at the University of the West Indies, Mona campus, to partner with secondary schools in hosting a series of one day workshops for students preparing to sit the Caribbean Advanced Proficiency Examinations. The initiative allowed grade 12 and 13 students to participate in activities in specific STEM disciplines.