Reconsidering how grades are used in international student admission: Opinion


In a recent article for The Conversation, David Baidoo-Anu, Christopher DeLuca, and Liying Cheng from Queen’s University discuss the challenges of evaluating international student applications based on their grades. Baidoo-Anu, DeLuca, and Cheng write that academic performance is often evaluated differently in international contexts. A recent comparative analysis of grading policies, for example, found that grading in Canada and China reflect different student attributes; in Canada, teachers focus on capturing achievement of curriculum content, whereas in Chinese schools, teachers include achievement of content, learners’ personal dispositions, and acquired skills. The authors recommend that postsecondary institutions revisit their admissions processes to consider indicators of student performance that are related to the skills, knowledge, and attributes that will help future students succeed in their studies.

The Conversation