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Participation grades are still widely used in education. In this episode, Tom and Nat challenge the assumption that participation belongs in academic grades by unpacking a critical distinction: participation may support learning, but it is not the same as learning. Through a candid and thought-provoking conversation, they explore what participation grades often end up measuring: personality, confidence, compliance, and cultural norms, rather than actual understanding. The result? Grades that can unintentionally distort achievement and disadvantage certain learners.
But this episode doesn’t stop at critique. Tom and Nat reframe participation as something too important to reduce to a number, offering practical ways to make it more inclusive, intentional, and aligned with sound assessment practices. From expanding how participation is defined to separating it from academic achievement and using it as a tool for feedback and growth, this conversation will challenge your thinking and give you concrete ways to better support student engagement, without compromising the integrity of your grades.
While this episode is timely, given the recent announcement by the Ontario government, it was recorded on March 27, before the government's "Putting Student Achievement First Act, 2026" was announced in April 2026.
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