Not much to report
Students, teachers wonder: Why bother giving grades?
Ontario’s teachers have not yet written year-end report cards, but Paloma del Castillo already knows what hers will look like.
The Grade 11 student said her marks were all but predetermined in mid-March when schools across the province shut down in response to the COVID-19 pandemic. The Ministry of Education informed teachers then that students’ marks could not decline from levels attained at the time closures took effect.
Del Castillo, 16, said her teachers will be basing her end-of-semester grades on three months of fragmented online learning and just six weeks of in-person instruction. Those classes, she said, were also disrupted by a series of teacher strikes across the province during labour negotiations between the government and education workers.
The pending report card lacks any real meaning, del Castillo said, noting it won’t give students a realistic assessment of recent academic progress — or their ability to take on more advanced material next year.
“It’s definitely harder from home to really understand the material and to be able to apply it just from learning in your bedroom,” del Castillo said. “That’s concerning for me because those are classes that I actually want to retain information from so that I can use them in the future.”
Teachers and parents share del Castillo’s concerns, questioning the ultimate value of report cards in such an unusual school year.
They said the labour disruptions, which resulted in nearly weekly class cancellations, already created an atypical learning environment.
But the pandemic-related shutdowns that forced students and teachers alike to abruptly shift to online learning, they said, represent the greatest challenge.
Albert Fong, a high-school science teacher in Mississauga, said there’s a “clear disparity” between the student experience before and after classes went online.
Laboratory work is all but impossible, he said, though he noted creative homebased projects have helped fill the gap in some courses.
Fong said that while some students continue producing excellent work, the quality of the educational experience can’t be compared — and report cards, he said, can’t help but reflect that reality.
“I taught the same courses for the first semester and the second semester and in no way are they even remotely the same,” he said. “The authenticity of the evaluation is what, I believe, most high school teachers are apprehensive about.”