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Alberta

Diploma exams set to 20% for 2022-23 school year

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As students continue to address pandemic-related learning challenges, diploma exam weighting will be reduced to 20 per cent this school year.

Over the course of the pandemic, the government has responded to feedback from education system partners and made adjustments to the administration of diploma exams as required.

In response to feedback from students, parents and education partners about learning loss and well-being issues as a result of the pandemic, the government is taking a measured approach in transitioning the weighting of diploma exams over time. The weighting will return to 30 per cent in the 2023-24 school year.

“Since June of this year, I have met with over 40 public, separate and francophone school authorities and many other stakeholders and listened to their perspectives. Changing the weight of diploma exams will reduce the burden on students while still giving them valuable exam writing experience. We’re making this temporary change to place less of a burden on students and improve their mental health.”

Adriana LaGrange, Minister of Education

Diploma exams are key to maintaining fairness and high standards for all students, no matter where they learn in Alberta. However, the government also recognizes the unprecedented challenges students faced in the 2020-21 and 2021-22 school years.

While Alberta’s government previously announced new literacy and numeracy assessments to support students in grades 1-3 who are struggling, the government also recognizes that senior high students are facing post-pandemic challenges, and the change in diploma exam weighting will benefit those students directly.

This decision also reflects the learnings from the Child and Youth Well-Being Panel Report and the recent findings in an Alberta School Councils Association survey of parents, which both recognized the learning loss students have experienced.

“The CASS board of directors supports the ministry’s transitional approach to returning diploma exam weighting to pre-pandemic levels. This decision is reflective of a recommendation an ad hoc committee of CASS made during the pandemic and takes a balanced approach between a return to normal and meeting the social and emotional needs of students.

Scott Morrison, president, College of Alberta School Superintendents

“The pandemic impacted all students and their learning in many complex ways, requiring a variety of additional supports to ensure their success. The minister’s acknowledgement of this, and the desire to reduce the mental health burden on students required to write diploma exams this year, is also important to their success. The Alberta School Councils’ Association (ASCA) appreciates the recognition that a transitional return to traditional diploma exam weighting will help to improve students’ mental health while giving them valuable exam writing experience.”

Brandi Rai, president, Alberta School Councils’ Association

“ASBA is pleased that the government has reviewed high school diploma exam weighting as boards continue to focus on addressing student learning and mental health challenges. This will assist in relieving additional pressures while boards prioritize success of all students.”

Marilyn Dennis, president, Alberta School Boards Association

Quick facts

  • Diploma exams are normally administered in November, January, April, June and August.
  • In 2015, the government reduced diploma exam weighting from 50 to 30 per cent, giving greater value to course work through the year and each teacher’s ability to assess a broad range of student knowledge and skills.
  • In spring 2020, diploma exams were cancelled in April and June because students were learning from home for the last few months of the school year. They were successfully administered in August of that year.
  • During the 2020-21 school year, all diploma exams were optional.
  • For the 2021-22 school year, the government cancelled January diploma exams, and all remaining diploma exams for the year were weighted at 10 per cent.
  • Alberta Education works with experienced teachers to develop diploma exams. The government publishes various resources, including previous diploma exam questions and guides, for students. These resources are available on alberta.ca.

This is a news release from the Government of Alberta.

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Alberta

Federal budget: It’s not easy being green

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From Resource Works

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Canada’s climate rethink signals shift from green idealism to pragmatic prosperity.

Bill Gates raised some eyebrows last week – and probably the blood pressure of climate activists – when he published a memo calling for a “strategic pivot” on climate change.

In his memo, the Microsoft founder, whose philanthropy and impact investments have focused heavily on fighting climate change, argues that, while global warming is still a long-term threat to humanity, it’s not the only one.

There are other, more urgent challenges, like poverty and disease, that also need attention, he argues, and that the solution to climate change is technology and innovation, not unaffordable and unachievable near-term net zero policies.

“Unfortunately, the doomsday outlook is causing much of the climate community to focus too much on near-term emissions goals, and it’s diverting resources from the most effective things we should be doing to improve life in a warming world,” he writes.

Gates’ memo is timely, given that world leaders are currently gathered in Brazil for the COP30 climate summit. Canada may not be the only country reconsidering things like energy policy and near-term net zero targets, if only because they are unrealistic and unaffordable.

It could give some cover for Canadian COP30 delegates, who will be at Brazil summit at a time when Prime Minister Mark Carney is renegotiating his predecessor’s platinum climate action plan for a silver one – a plan that contains fewer carbon taxes and more fossil fuels.

It is telling that Carney is not at COP30 this week, but rather holding a summit with Alberta Premier Danielle Smith.

The federal budget handed down last week contains kernels of the Carney government’s new Climate Competitiveness Strategy. It places greater emphasis on industrial strategy, investment, energy and resource development, including critical minerals mining and LNG.

Despite his Davos credentials, Carney is clearly alive to the fact it’s a different ballgame now. Canada cannot afford a hyper-focus on net zero and the green economy. It’s going to need some high octane fuel – oil, natural gas and mining – to prime Canada’s stuttering economic engine.

The prosperity promised from the green economy has not quite lived up to its billing, as a recent Fraser Institute study reveals.

Spending and tax incentives totaling $150 billion over a decade by Ottawa, B.C, Ontario, Alberta and Quebec created a meagre 68,000 jobs, the report found.

“It’s simply not big enough to make a huge difference to the overall performance of the economy,” said Jock Finlayson, chief economist for the Independent Contractors and Business Association and co-author of the report.

“If they want to turn around what I would describe as a moribund Canadian economy…they’re not going to be successful if they focus on these clean, green industries because they’re just not big enough.”

There are tentative moves in the federal budget and Climate Competitiveness Strategy to recalibrate Canada’s climate action policies, though the strategy is still very much in draft form.

Carney’s budget acknowledges that the world has changed, thanks to deglobalization and trade strife with the U.S.

“Industrial policy, once seen as secondary to market forces, is returning to the forefront,” the budget states.

Last week’s budget signals a shift from regulations towards more investment-based measures.

These measures aim to “catalyse” $500 billion in investment over five years through “strengthened industrial carbon pricing, a streamlined regulatory environment and aggressive tax incentives.”

There is, as-yet, no commitment to improve the investment landscape for Alberta’s oil industry with the three reforms that Alberta has called for: scrapping Bill C-69, a looming oil and gas emissions cap and a West Coast oil tanker moratorium, which is needed if Alberta is to get a new oil pipeline to the West Coast.

“I do think, if the Carney government is serious about Canada’s role, potentially, as an global energy superpower, and trying to increase our exports of all types of energy to offshore markets, they’re going to have to revisit those three policy files,” Finlayson said.

Heather Exner-Pirot, director of energy, natural resources and environment at the Macdonald-Laurier Institute, said she thinks the emissions cap at least will be scrapped.

“The markets don’t lie,” she said, pointing to a post-budget boost to major Canadian energy stocks. “The energy index got a boost. The markets liked it. I don’t think the markets think there is going to be an emissions cap.”

Some key measures in the budget for unlocking investments in energy, mining and decarbonization include:

  • incentives to leverage $1 trillion in investment over the next five years in nuclear and wind power, energy storage and grid infrastructure;
  • an expansion of critical minerals eligible for a 30% clean technology manufacturing investment tax credit;
  • $2 billion over five years to accelerate critical mineral production;
  • tax credits for turquoise hydrogen (i.e. hydrogen made from natural gas through methane pyrolysis); and
  • an extension of an investment tax credit for carbon capture utilization and storage through to 2035.

As for carbon taxes, the budget promises “strengthened industrial carbon pricing.”

This might suggest the government’s plan is to simply simply shift the burden for carbon pricing from the consumer entirely onto industry. If that’s the case, it could put Canadian resource industries at a disadvantage.

“How do we keep pushing up the carbon price — which means the price of energy — for these industries at a time when the United States has no carbon pricing at all?” Finlayson wonders.

Overall, Carney does seem to be moving in the right direction in terms of realigning Canada’s energy and climate policies.

“I think this version of a Liberal government is going to be more focused on investment and competitiveness and less focused around the virtue-signaling on climate change, even though Carney personally has a reputation as somebody who cares a lot about climate change,” Finlayson said.

“It’s an awkward dance for them. I think they are trying to set out a different direction relative to the Trudeau years, but they’re still trying to hold on to the Trudeau climate narrative.”

Pictured is Mark Carney at COP26 as UN Special Envoy on Climate Action and Finance. He is not at COP30 this week. UNRIC/Miranda Alexander-Webber

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Alberta

ChatGPT may explain why gap between report card grades and standardized test scores is getting bigger

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From the Fraser Institute

By Paige MacPherson and Max Shang

In Alberta, the gap between report card grades and test/exam scores increased sharply in 2022—the same year ChatGPT came out.

Report card grades and standardized test scores should rise and fall together, since they measure the same group of students on the same subjects. But in Alberta high schools, report card grades are rising while scores on Provincial Achievement Tests (PAT) and diploma exams are not.

Which raises the obvious question—why?

Report card grades partly reflect student performance in take-home assignments. Standardized tests and diploma exams, however, quiz students on their knowledge and skills in a supervised environment. In Alberta, the gap between report card grades and test/exam scores increased sharply in 2022—the same year ChatGPT came out. And polling shows Canadian students now rely heavily on ChatGPT (and other AI platforms).

Here’s what the data show.

In Alberta, between 2016 and 2019 (the latest year of available comparable data), the average standardized test score covering math, science, social study, biology, chemistry, physics, English and French language arts was just 64, while the report card grade 73.3—or 14.5 per cent higher. Data for 2020 and 2021 are unavailable due to COVID-19 school closures, but between 2022 and 2024, the gap widened to 20 per cent. This trend holds regardless of school type, course or whether the student was male or female. Across the board, since 2022, students in Alberta high schools are performing significantly better in report card grades than on standardized tests.

Which takes us back to AI. According to a recent KPMG poll, 73 per cent of students in Canada (high school, vocational school, college and university) said they use generative AI in their schoolwork, an increase from the previous year. And 71 per cent say their grades improved after using generative AI.

If AI is simply used to aid student research, that’s one thing. But more than two-thirds (66 per cent) of those using generative AI said that although their grades increased, they don’t think they’re learning or retaining as much knowledge. Another 48 per cent say their “critical thinking” skills have deteriorated since they started using AI.

Acquiring knowledge is the foundation of higher-order thinking and critical analysis. We’re doing students a deep disservice if we don’t ensure they expand their knowledge while in school. And if teachers award grades, which are essentially inflated by AI usage at home, they set students up for failure. It’s the academic equivalent of a ski coach looking at a beginner and saying, “You’re ready for the black diamond run.” That coach would be fired. Awarding AI-inflated grades is not fair to students who will later struggle in college, the workplace or life beyond school.

Finally, the increasing popularity of AI underscores the importance of standardized testing and diploma exams. And parents knew this even before the AI wave. A 2022 Leger poll found 95 per cent of Canadian parents with kids in K-12 schools believe it’s important to know their child’s academic performance in the core subjects by a fair and objective measure. Further, 84 per cent of parents support standardized testing, specifically, to understand how their children are doing in reading, writing and mathematics. Alberta is one of the only provinces to administer standardized testing and diploma exams every year.

Clearly, parents should oppose any attempt to reduce accountability and objective testing in Alberta schools.

Paige MacPherson

Associate Director, Education Policy, Fraser Institute

Max Shang

Economist, Fraser Institute
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