KLINGER, KLINGER and VOLANTE: High school grades matter for post-secondary study, but is pandemic assessment fair?

Louis Volante, Professor of Education at Brock University; Don Klinger, Pro Vice-Chancellor in the Division of Education at the University of Waikato; and Corrie Rebecca Klinger, Senior Research Fellow at the University of Waikato, had a piece recently published in The Conversation about how COVID-19 has impacted student grading and reporting.

They write:

“As COVID-19 restrictions recede across much 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 is still very much in our communities. Regions are no longer reporting publicly on COVID-19 cases, but in schools, the continued circulation of the virus still means the possibility of ongoing extended absences for both teachers and students. 

In response to pandemic schooling challenges, schools and school boards have implemented policies to minimize the negative impact of COVID-19 on students’ grades. Some have frozen students’ grades based on windows of uninterrupted learning, or made exams optional. 

Yet the inconsistencies in these policies has undoubtedly led to challenges in terms of equity and fairness. Some high school students have voiced concerns about how their post-secondary choices could be affected as a result. University students have also raised issues about the fairness of grades.”

Continue reading the full article on The Conversation website.

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