Canadian university admissions now focus on holistic assessment, emphasizing extracurricular experience, character, interviews, and essays in addition to grades, aiming for a more inclusive evaluation of students’ potential.
Concerns About High School Grades
While high school grades have traditionally played a significant role in university admissions, there is growing skepticism about their reliability. One factor contributing to this skepticism is the impact of the pandemic, which has affected the accuracy of students’ marks. Additionally, there is considerable variance in grading standards from school to school. Grade 12 teachers often face excessive pressure to inflate grades. In response, universities now seek methods to evaluate students’ resilience, character, adaptability, insight and growth potential.
Emphasis on Describing Learning and Experience
Universities are increasingly emphasizing students’ ability to articulate what they have learned from their experiences and how these experiences, both inside and outside the classroom, have prepared them for their chosen programs. The traditional reliance on high school grades is being reevaluated as universities seek a more comprehensive understanding of applicants’ potential, including their skills in effective communication, critical thinking, problem-solving, and self-reflection. Admissions officers now consider a broader range of factors in their evaluations. This shift in focus is clearly reflected in the following quote from the Schulich School of Business General Undergraduate Admission Page: “Strong grades will not compensate for a weak Supplementary Application, and vice versa.” (Undergraduate Program FAQs | Schulich School of Business (yorku.ca)
High Schools are not Equal
More Universities and program departments are adopting an individualized approach to evaluating applicants, recognizing that students from different high schools have diverse experiences and opportunities. It is important to note that not all high schools are viewed equally by many universities; marks earned at one school may not be considered equivalent to those from schools with more widely respected reputations.
Grades as One Component of the Application Process
As mentioned, high school grades are often just one criterion in the university application process, especially for more competitive programs like Engineering, Business, and Health Sciences. Universities are increasingly considering various factors, including personal achievements, leadership qualities, and community involvement. This shift recognizes the multifaceted nature of student potential and emphasizes the need for a more inclusive admissions process.
Students must demonstrate various skills beyond high school grades in the evolving Canadian university application process. These include effective communication, critical thinking, problem-solving abilities, self-reflection, personal achievements, leadership qualities, and community involvement. Universities now emphasize a more comprehensive understanding of applicants’ potential by considering these skills in their evaluations.
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