{"id":51736,"date":"2020-04-08T00:00:49","date_gmt":"2020-04-08T07:00:49","guid":{"rendered":"http:\/\/world.edu\/?p=51736"},"modified":"2020-04-07T13:35:33","modified_gmt":"2020-04-07T20:35:33","slug":"what-will-happen-to-school-grades-during-the-coronavirus-pandemic","status":"publish","type":"post","link":"https:\/\/world.edu\/what-will-happen-to-school-grades-during-the-coronavirus-pandemic\/","title":{"rendered":"What will happen to school grades during the coronavirus pandemic?"},"content":{"rendered":"

\"\"
\nCOVID-19 has brought a tsunami of change and impacted every facet and sector of society, including the lives of children, parents and teachers. UN Secretary-General Ant\u00f3nio Guterres recently said that\u00a0the coronavirus pandemic is the biggest global challenge since the Second World War<\/a>.<\/p>\n

When K-12 schools will reopen in Canada remains an open question, and hope is quickly fading that students will be able to finish the 2019-20 academic year with face-to-face instruction. Ontario\u2019s schools, for example, are officially\u00a0closed until May 4 and that date will be re-assessed with public health advice<\/a>.<\/p>\n

Provincial education systems<\/a>\u00a0and school boards have responded to the challenge by developing a range of options that provide resources\u00a0for parents to support home learning and opportunities for students to learn online<\/a>.<\/p>\n

Some boards and schools last week saw teachers phone or email families\u00a0to assess families\u2019 capacities for remote learning<\/a>\u00a0or to \u201cdetermine additional supports required for children with complex learning needs<\/a>.\u201d Some\u00a0were already hosting online classes<\/a>. Ontario\u2019s guidelines now suggest weekly\u00a0targets like five hours of work weekly in math and literacy<\/a>\u00a0for students between kindergarten and Grade 3, and three hours per week per subject in semestered high schools.<\/p>\n

Emergency, provisional education<\/strong><\/h4>\n

Although it is reassuring that provincial education systems are seeking ways to keep students learning and connected with their teachers, these emergency measures are only provisional.<\/p>\n

With some parents\u00a0experiencing layoffs<\/a>, working in stressful\u00a0essential services jobs<\/a>\u00a0or working from home, the priority should be supporting children.<\/p>\n

With this said, some students, particularly senior high school students thinking about moving onto post-secondary institutions, are likely concerned about their grades.<\/p>\n

Reliable assessment a challenge<\/strong><\/h4>\n

It is still unclear whether students in Ontario and elsewhere will receive\u00a0traditional letter or alphanumeric grades<\/a>\u00a0on final report cards.<\/p>\n

Even under ideal circumstances, grading is a formidable challenge for teachers. Among other things, teachers need to balance a variety of assessment methods and carefully weigh evidence of student learning against provincial expectations in order to generate a\u00a0reliable and valid grade<\/a>.<\/p>\n

In\u00a0secondary schools<\/a>, particularly in senior levels, grades serve as the primary basis for admission to post-secondary programs. Final report cards take on significant importance and may result in a great deal of stress and anxiety for students.<\/p>\n

In varied ways, provincial education systems and school boards have recognized that the COVID-19 crisis will exacerbate student stress and have\u00a0responded by increasing<\/a>\u00a0mental health supports<\/a>\u00a0for families\u00a0and children<\/a>. \u200b<\/p>\n

Post-secondary transitions<\/strong><\/h4>\n

Stephen Lecce, Ontario\u2019s minister of education, reassured students that \u201cno graduation will be compromised<\/a>\u201d for students meant to graduate this year, and that he\u2019s working with post-secondary institutions to ensure there\u2019s \u201ca continued application process that doesn\u2019t get delayed.\u201d<\/p>\n

Universities across Canada have recently developed a\u00a0range of approaches<\/a>\u00a0to generate final course grades.<\/p>\n

Some universities such as\u00a0Western University<\/a>\u00a0and\u00a0Brock University<\/a>\u00a0are allowing students to decide amongst a possible alphanumeric grade, pass\/fail (credit\/no credit) or dropping a course with no academic penalty. Others, such as the\u00a0University of Alberta<\/a>, are implementing a mandatory pass-fail system.<\/p>\n

Formative feedback<\/strong><\/h4>\n

Unlike university students, who were well into their winter terms when the suspension of classes began, K-12 students still had about three months of school to complete for a regular school year.<\/p>\n

For the majority of high school students, a pass\/fail grade for this term makes sense to alleviate some pressure. Students already enrolled in e-learning credits would be the exception to this rule.<\/p>\n

This would provide the benefit of allowing students and families to keep in mind that\u00a0teacher feedback, not grading<\/a>, is what must be preserved as the COVID-19 crisis deepens.<\/p>\n

As with standard grading procedures, a pass would constitute a mark of 50 per cent or more in a course. Teachers would rely on graded work prior to school closures \u2014 along with assignments that take place between now and the official end of the school year \u2014 to determine final grades.<\/p>\n

Moving from letter or percentage grades to a pass\/fail system would help lessen the evaluation burden on teachers and also allow them to focus more attention and energy on providing\u00a0formative assessment feedbacks<\/a>\u00a0that can promote student learning.<\/p>\n

It would also alleviate some of the\u00a0stress experienced by families and students<\/a>.<\/p>\n

Emergency responsive student assessment<\/strong><\/h4>\n

Although most school districts and many independent schools provide e-learning, provincial education systems were understandably not equipped to make such a rapid shift to online learning for all students.<\/p>\n

Most teachers will be relying on unfamiliar instructional approaches to promote student learning under difficult circumstances.<\/p>\n

While\u00a0online learning<\/a>\u00a0provides opportunities for students to continue their studies at a distance, not all students will have access to the same technology or internet access and to a parent or guardian who is available to help them or who speaks the language of instruction.<\/p>\n

Many students \u2014 such as those from lower socio-economic status backgrounds, those who are immigrants or are enrolled in special education will face increased academic challenges by a shift to online learning.<\/p>\n

The\u00a0digital divide<\/a>\u00a0should figure prominently into discussions of equity and fairness.<\/p>\n

Schools are moving into uncharted territory. Emergency responsive student assessment will need to be adaptive to a situation which is seemingly changing on a day-to-day basis.<\/p>\n

Looking ahead<\/strong><\/h4>\n

Of course, special provisions should be made for high school students in their graduation year so that post-secondary institutions are able to differentiate amongst applicants and offer spots in an equitable fashion.<\/p>\n

Fortunately, the majority of admission decisions have been made. Providing mid-term alphanumeric grades in April, based on the work completed to date, will allow post-secondary institutions to make their final round of admission offers to students in Grade 12.<\/p>\n

A bigger question is how educational systems can equitably support and envision positive transitions for all students next year\u00a0and into our uncertain future<\/a>.<\/p>\n

Author Bio:<\/strong> Louis Volante is Professor of Education at Brock University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

COVID-19 has brought a tsunami of change and impacted every facet and sector of society, including the lives of children, parents and teachers. UN Secretary-General Ant\u00f3nio Guterres recently said that\u00a0the coronavirus pandemic is the biggest global challenge since the Second World War. When K-12 schools will reopen in Canada remains an open question, and hope […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":51737,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[8550],"coauthors":[],"class_list":["post-51736","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-assessment"],"acf":[],"yoast_head":"\nWhat will happen to school grades during the coronavirus pandemic? - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/what-will-happen-to-school-grades-during-the-coronavirus-pandemic\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"What will happen to school grades during the coronavirus pandemic? - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"COVID-19 has brought a tsunami of change and impacted every facet and sector of society, including the lives of children, parents and teachers. 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