Changes are coming for Ontario high school students if the newest legislation is passed. It was just tabled, and is already at 2nd reading, so I imagined it’s going to be pushed through for a September implementation. (Here’s the media briefing and legislation and from the horse’s mouth.)

One of the most contentious changes is that instead of being evaluated on their ability to demonstrate their understanding of content and application of skills, 10-15% of student grades must come from participation and attendance. So, instead of the grade being a measure of how well each student is doing compared to a standard that’s set by the province, it will be a manipulative tool to get more kids in the room. The alternative to using grades to get kids to stay in class is being interesting, helpful, and welcoming, but apparently those traits are harder to come by. 

More than being pedagogically unsound, grading attendance will disproportionately harm students who are dealing with a mental illness, fighting chronic illness, disabled, impoverished, and/or struggling in an unstable home. Lots of kids can’t make it to class for a variety of reasons that have nothing to do with their ability to do the work. Penalizing these kids just adds another burden to them instead of working with them to help them find their own best way to learn. 

Final exams during the exam period will also be mandatory. That’s not even the case at universities anymore! I highly doubt this change is for pedagogical reasons, but to ensure those weeks are used. The alternative could be to spread that time throughout the year and acknowledge that teachers have several assessment days during each term. 

I do support final, overall assessments, however. I believe it helps to solidify ideas if students are asked to show, and do the work to think about, how to put it all together. That’s an important skill that’s missing when finals are just dropped entirely. And setting aside a week where they all have to show up sometimes gets kids to make an effort that otherwise wouldn’t be made. But, by then end of my 31-year career, I had landed on having a choice of final assessments, and assigning a weighting to them that best fit each student. So they’d write a paper that helped them work with the concepts, then write an exam, and whichever got the higher mark was worth significantly more. One bad day shouldn’t destroy someone’s average. 

Other highlights: a “condensed” BEd program of one year, reducing the role of trustees “to remove the distraction caused by trustees”, and now the Director of Education will be called the flippin’ CEO!!