Northern Lights School Division is implementing the controversial restricted zero policy this year—a policy that has made some waves in Calgary and Edmonton with educators and parents alike.
Northern Lights School Division is implementing the controversial restricted zero policy this year—a policy that has made some waves in Calgary and Edmonton with educators and parents alike.
In the past, students who missed a test or an assignment deadline without a valid reason were assigned a zero for failing to meet the requirements of assessment. Whether they knew the material or not was irrelevant—they were penalized for their failure to meet deadline requirements. The new restricted zero policy separates assessment from behaviour in an effort to better render a fair and accurate grade for students, by allowing students more than one opportunity to complete their assignments.
"The hot topic this year is the restricted zero policy," said J. A Williams principal Terry Mogh­rabi. "It is [NLSD] official policy as of this year. Kids will have the opportunity to complete the assignment, even if they've missed the assignment deadline. They will no longer be punished academically for late assignments. Only curriculum outcomes can be assessed."
The policy—commonly known by the misnomer "No-Zero"—came into the forefront of education issues this year, when Edmonton high school teacher Lyndon Dorval was suspended for flouting the new rules, and speaking out against the policy, which, according to Dorval, doesn't prepare students for the consequences of missed deadlines and breached expectations in the real world, creating a laissez-faire atmosphere with a relaxed timeline for students and more headaches for teachers.
Roy Ripkens, Associate Superintendent of Student Services with NLSD, says that separating consequences for tardy behaviour from the results of assessment is the only fair way to truly evaluate what students know.
"A zero [based on not completing the assignment] is a difficult thing when you're dealing with assessment," Ripkens said. "You're speculating then on what kids do or do not know. We want to assess what kids know and can do, with outcomes based [solely] on learning. We're separating student behaviour from the assessment process. Being late on an assignment is behaviour, it does not reflect what the child knows."
Dr. Frank Peters, with the Department of Education Policy Studies at the University of Alberta says the new policy isn't about giving kids a free ride, as, in the wake of the controversy, so many seem to think, but about getting a more accurate reflection of student ability.
"There's a difference between a zero because I didn't do the work, and a zero because I don't know the work," Peters said. "Students need to learn study skills apart from content skills. These are social skills that will [now] be assessed in a different way."
Peters said that whereas in the past, grades were given on the basis of ability, reliability and punctuality, now grades will depend solely on ability, while reliability and punctuality will be promoted or punished in other ways.
The question still remains—while the restricted zero policy will allow students better access to the best grades possible, can one separate behaviour from performance in the real world?
Dustin Chelen, Vice President Academic, with the University of Alberta Student Union said that while ensuring that students in the K to Grade 12 system were fairly evaluated on knowledge was commendable, there is no restricted zero policy at the university level.
"While professors may show leniency with [things like] illness or family tragedy, there is no [restricted zero] at the University of Alberta."
Retired Lac La Biche educator of more than 30 years, and a Language Arts and Social Studies teacher at the high school level for many years, as well as president of what is now Portage College, Ted Langford, says that any teacher worth their salt will take extenuating circumstances into account, because, ultimately, they want students to achieve their best possible outcome.
"I'm probably more of a traditionalist when it comes to performance," Langford said thoughtfully. "If a student is missing assignments, there is another problem. Is it lack of understanding, discomfort with putting material in written form, or is it the attitude of, if you'll excuse me, I don't give a damn. But most good teachers will go to the wall to understand what the problem is, and are always ready to give students second and third chances to prove what they've learned."
However, proven performance is not just about whether a child knows the material or not, but whether they can also meet the structured requirements of getting the work done, according to Langford.
"A system in which students learn that there are protocols and structure teaches them the requirements of post secondary life," Langford said. "It won't work if you're a trained safety officer, and you don't hand in your report. You can't very well say, don't worry about the paperwork; I know the site's safe. Children need to understand, a structured system isn't here to dump work on you, it's to prepare you for the requirements for further study. All jobs require accountability. Why wouldn't we get children to learn these important skills?"
Another consideration is the extra work the new policy will create for teachers—something everyone from Ripkens to Peters admitted would be likely—with students randomly handing in assignments after the due date.
While the new policy will allow students ample chances to hand in their assignments, the bottom line is—and the reason why the policy is called the restricted zero—if they don't complete the assignment, after a number of chances, they will receive a zero, or incomplete.
"If you don't do any work, eventually you will get a zero," Peters said definitively.
Perhaps it was new Central Elementary principal Samear Abougouche who summed up the purpose of the restricted zero policy best.
"It's too easy for some kids, who aren't intrinsically motivated, to accept a zero, and often they end up giving up on themselves. This way, we're saying zeroes are unacceptable. This way we're saying, no, you're going to get this work done. This way, we're trying to keep the kids who would normally just accept a zero and move on from falling through the cracks."
