{"id":62502,"date":"2022-04-19T01:01:04","date_gmt":"2022-04-19T05:01:04","guid":{"rendered":"https:\/\/world.edu\/?p=62502"},"modified":"2022-04-19T01:01:04","modified_gmt":"2022-04-19T05:01:04","slug":"high-school-grades-matter-for-post-secondary-study-but-is-pandemic-assessment-fair","status":"publish","type":"post","link":"https:\/\/world.edu\/high-school-grades-matter-for-post-secondary-study-but-is-pandemic-assessment-fair\/","title":{"rendered":"High school grades matter for post-secondary study, but is pandemic assessment fair?"},"content":{"rendered":"

\"\"
\nAs COVID-19\u00a0restrictions recede<\/a>\u00a0across\u00a0much of the world<\/a>, students have navigated changes in modes of learning (from virtual to in-person) and social protocols (for example, no masks).<\/p>\n

Even as societies gradually return to normal, we are constantly reminded that COVID-19\u00a0is still very much in our communities<\/a>. Regions are no longer\u00a0reporting publicly on COVID-19 cases<\/a>, but in schools, the continued circulation of the virus still means the possibility of\u00a0ongoing extended absences for both teachers<\/a>\u00a0and students.<\/p>\n

In response to pandemic schooling challenges, schools and school boards have implemented policies to\u00a0minimize the negative impact of COVID-19 on students\u2019 grades<\/a>. Some have frozen students\u2019 grades based on windows of uninterrupted learning, or made exams optional.<\/p>\n

Yet the inconsistencies in these policies has undoubtedly led to challenges in terms of equity and fairness. Some high school students\u00a0have voiced concerns about how their post-secondary choices<\/a>\u00a0could be affected as a result. University students have also raised issues\u00a0about the fairness of grades<\/a>.<\/p>\n

The learning and assessment connection<\/strong><\/h4>\n

A key priority in education is to provide children and youth with the\u00a0opportunity to learn<\/a>\u00a0and to demonstrate that learning. As researchers who explore the role of assessment, student outcomes and education policy, we know that\u00a0assessment matters<\/a>\u00a0not only to monitor students\u2019 ongoing progress, but also to report on that progress and inform future instructional and educational decisions.<\/p>\n

COVID-19 has been a reminder of the important factors that are beyond students\u2019 control that influence achievement. It has put disparities between disadvantaged students and their more affluent peers into sharper focus: for example, educators have witnessed the learning barriers and inequities some students have faced due to differences in internet connectivity or supportive home learning environments.<\/p>\n

Given these challenges,\u00a0educators have sought alternate ways to provide students with opportunities to learn and to fairly report on that learning<\/a>.<\/p>\n

Despite these efforts, researchers project that\u00a0COVID-19 has resulted in lower levels of learning in math and literacy<\/a>\u00a0in grade school students. If these trends are accurate, similar concerns could be valid for senior secondary school students.<\/p>\n

Grade inflation?<\/strong><\/h4>\n

It\u2019s also likely that shifts in grading and reporting practices have led to significant grade inflation. Some anecdotal evidence from teachers we\u2019ve talked to suggests students\u2019 grade distributions have shifted, with increases in both higher and lower grades, and fewer \u201caverage\u201d grades in the middle. This could be one sign of\u00a0inequities exacerbated by the pandemic related to lost hours at school and with teachers<\/a>.<\/p>\n

Mainstream western education systems\u00a0are largely driven by grading systems<\/a>. Students use grades to determine if they have the skills and abilities to predict the likelihood of success in subsequent years. They use grades to direct their future education choices, and teachers are aware of this.<\/p>\n

Rightly or wrongly, secondary school students are caught in a competitive learning environment. Letter grades and percentages are most commonly used to report student achievement in ways that significantly impact their futures.<\/p>\n

The pass\/fail alternative<\/strong><\/h4>\n

Teachers have continually wrestled with the negative impacts of grades,\u00a0wanting students to focus on learning rather than being consumed with attaining marks<\/a>. Long before the pandemic, education researchers have criticized commonly used\u00a0methods of grading<\/a>\u00a0that can entrench a competitive focus and negatively\u00a0impact students\u2019<\/a>\u00a0learning.<\/p>\n

One approach to address the inconsistencies in students\u2019 grades during the extraordinary circumstances of the COVID-19 pandemic has been to shift to pass\/fail grading. This approach has been most commonly seen in some university programs which already had a history of pass\/fail grading.<\/p>\n

Studies show that\u00a0pass\/fail grading is fair and can help students and teachers focus on learning<\/a>. Concerns that\u00a0pass\/fail grading leads to less student effort can be resolved through clearer learning expectations for achievement<\/a>, and by creating a learning environment where each student is able to succeed.<\/p>\n

Since the start of the pandemic, pass\/fail grading has increased with prominent examples in\u00a0both the United States<\/a>\u00a0and Canada.<\/p>\n

The University of Alberta, for example,\u00a0moved to a credit\/no-credit system where no grades were assigned for courses in winter 2020<\/a>. Brock University presented students\u00a0with options to choose between a letter-based or numeric grade; a designation of \u201ccredit during disruption\u201d or \u201cno credit during disruption;\u201d or a \u201cwithdrawal during disruption\u201d<\/a>\u00a0without academic penalty.<\/p>\n

Pass\/fail university admissions?<\/strong><\/h4>\n

There has also been a recognition of pass\/fail grades for university and college admissions, especially in the United States where high-stakes examinations, secondary grades or a combination have long been the primary methods to determine university entrance.\u00a0Some school districts have shifted to optional pass\/fail grades<\/a>, and some post-secondary institutions have started to recognize\u00a0pass\/fail grades for admissions<\/a>\u00a0purposes.<\/p>\n

What would a shift to pass\/fail grading mean for university admission? It would require using other forms of information such as personal statements, reference letters and for students to demonstrate critical thinking and communication skills.<\/p>\n

Even before the pandemic, such practices were\u00a0used alongside grades for admissions<\/a>. They do require additional effort by students, and by those in charge of post-secondary admissions.\u00a0Nevertheless, given that more than half of Canada\u2019s universities had graduation rates below 75 per cent prior to the pandemic<\/a>, the previous reliance on secondary school grades could hardly be considered foolproof.<\/p>\n

After the pandemic<\/strong><\/h4>\n

It is unlikely classrooms will look the same after this pandemic. COVID-19 has required students to take greater ownership of their learning, and both\u00a0students and parents have expressed becoming more attuned to children\u2019s learning needs<\/a>.<\/p>\n

At the same time, teachers have had to more clearly articulate what students need to accomplish to demonstrate their learning.<\/p>\n

It\u2019s possible that COVID-19 has created an opportunity to revise our focus on student grading and reporting, to ensure our educational systems can better focus on learning and help students\u2019 identify the learning expectations they have, and those they still need to develop.<\/p>\n

Author Bios: <\/strong>Don A. Klinger Pro Vice-Chancellor of Te W\u0101nanga Toi Tangata Division of Education; Professor of Measurement, Assessment and Evaluation and Corrie Rebecca Klinger who is a Senior Research Fellow both at the University of Waikato and Louis Volante is Professor of Education at Brock University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

As COVID-19\u00a0restrictions recede\u00a0across\u00a0much of the world, students have navigated changes in modes of learning (from virtual to in-person) and social protocols (for example, no masks). Even as societies gradually return to normal, we are constantly reminded that COVID-19\u00a0is still very much in our communities. Regions are no longer\u00a0reporting publicly on COVID-19 cases, but in schools, […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[428999],"coauthors":[11733],"class_list":["post-62502","post","type-post","status-publish","format-standard","hentry","category-education","tag-post-pandemic-evaluation"],"acf":[],"yoast_head":"\nHigh school grades matter for post-secondary study, but is pandemic assessment fair? - 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\/high-school-grades-matter-for-post-secondary-study-but-is-pandemic-assessment-fair\/\" 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=\"High school grades matter for post-secondary study, but is pandemic assessment fair? - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"As COVID-19\u00a0restrictions recede\u00a0across\u00a0much of the world, students have navigated changes in modes of learning (from virtual to in-person) and social protocols (for example, no masks). 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