Students, teachers urge Quebec to follow rest of Canada, get rid of finals worth 50%
As students across Quebec gear up for their ministerial exams, the pressure is palpable and the stakes are high. For many students, like Luca Di Fiore, a Grade 11 student, the final exam feels like a harsh judgment. Di Fiore expressed his frustration, stating that it seems unfair for one test at the end of the year to hold so much weight, disregarding the hard work and accomplishments throughout the entire year.
In Quebec, some final exams account for a staggering 50 per cent of high school students’ final grades, making it the only province in Canada with such a heavy emphasis on these exams. While standardized exams in French, English, mathematics, history, and science are worth between 25 and 35 per cent of final grades, subjects like history of Quebec and Canada and basic French as a second language count for 50 per cent.
Teachers and students alike have been advocating for a change in the current system, arguing that the heavy weighting of these exams can be detrimental to students’ mental health and overall academic performance. Paul Berry, a mathematics and history teacher, believes that while the exams are important, they shouldn’t hold the level of prominence currently given to them. He emphasized that the real world doesn’t operate in such a high-stakes manner, and the pressure can be overwhelming for many students, especially those facing mental health issues or learning disabilities.
Michael Wadden, a history teacher, echoed similar sentiments, noting that the current model limits teachers’ ability to engage students in alternative teaching methods and activities that promote critical thinking and analysis. He highlighted the impact on vulnerable students who struggle to perform under such pressure, as well as absenteeism due to the focus on exam preparation.
Esther Ste-Marie, a social studies teacher, shared her concerns about preparing students for Grade 10 ministerial exams, even at the Grade 7 level. She emphasized the need for a project-based approach and critical thinking skills, but acknowledged the pressure to ensure students are ready for standardized tests in the future.
In contrast, Jason Schilling, president of the Alberta Teachers’ Association, pointed to Alberta’s decision to reduce final exams to 30 per cent as a successful reform that alleviated pressure on students and allowed for more creative assessment methods. However, Quebec Education Minister Bernard Drainville has stated that he is not considering any changes to the current system, citing the need for equality and standardized evaluation across schools.
Despite Drainville’s stance, students like Di Fiore are advocating for a reduction in the exam’s weight and a more inclusive decision-making process that considers all perspectives. Di Fiore emphasized the importance of involving those affected by the current system in the conversation and working towards a more equitable and less stressful evaluation process for students.
As the debate over the weighting of ministerial exams continues, teachers and students alike are calling for a more balanced approach that prioritizes student well-being and academic growth. The pressure to perform on a single exam should not overshadow the hard work and achievements of students throughout the year, and a reevaluation of the current system may be necessary to ensure a fair and supportive learning environment for all.
