The authors, university professors and parents, counter John Wiens' argument against percentage grading in Manitoba high schools. They assert that the primary purpose of assessment is to gauge student understanding of learning objectives, inform teaching practices, guide resource allocation, and provide parents with clear information.
The authors criticize the use of vague terms like “emerging,” arguing that they lack transparency and hinder effective support for struggling students. They highlight the need for clear assessments to identify students requiring additional support, allocate resources equitably, and enable parents to advocate for their children.
They address concerns about grade inflation, stating that artificially inflating grades to boost self-esteem is counterproductive. True self-esteem, they argue, stems from learning and adequate support, not inflated grades. The authors cite Dr. Darja Barr's research demonstrating that consistent assessment methods between high school and university facilitate a smoother transition.
The authors underscore the detrimental consequences of inadequate assessment, such as overlooking students needing support, widening social and health inequities, and failing to equip students with employable skills. They point out the alarming number of Manitoba students struggling in reading and math due to the lack of assessment and accountability.
The authors call on the minister of education to integrate accountability and quality assessment into the public education system, emphasizing that students deserve a better educational experience.