Ontario secondary school students will be graded under a new province-wide assessment framework beginning in September 2026, introducing a larger role for attendance, classroom participation and final exams in determining report card marks. The changes, announced by Ontario Education Minister Paul Calandra, are intended to create more consistent grading standards across school boards while encouraging stronger classroom engagement.
The reforms apply to publicly funded secondary schools throughout Ontario and represent one of the province’s most significant updates to student assessment in years. Alongside the grading changes, the government is investing in new classroom technology designed to help teachers monitor student progress and provide additional learning support.
New Province-Wide Grading Structure Begins in September
For the first time, Ontario is introducing a standardized grading formula that all publicly funded secondary schools will follow. Provincial officials say the move is designed to reduce differences in assessment practices between classrooms and school boards.
Students in Grades 9 and 10 will receive:
- 65% from classroom learning and assignments
- 20% from final evaluations
- 15% from attendance and classroom participation
Students in Grades 11 and 12 will be assessed using a slightly different balance:
- 65% from classroom work
- 25% from final evaluations
- 10% from attendance and participation
According to the Ministry of Education, the framework is intended to make grading more consistent while giving students a clearer understanding of how final marks are calculated.
Attendance and Classroom Participation Become Part of Final Marks
One of the most closely watched changes is the inclusion of attendance and participation as a formal part of students’ overall grades.
Provincial guidance indicates that students who attend regularly and actively contribute in class can earn most or all of the available participation marks. Students with frequent absences and limited engagement may receive substantially fewer marks in that category.
Education officials say regular attendance helps students stay connected with classroom instruction, discussions and collaborative learning. The ministry has said the updated expectations provide teachers with a more consistent framework for evaluating participation.
Some education organizations, however, have expressed concerns that attendance can be affected by circumstances outside a student’s control, including illness, family responsibilities, transportation issues and mental health challenges. Those groups argue that schools should continue to account for individual situations when applying the new policy.
Mandatory Exams Return for Core Secondary School Subjects
The province is restoring mandatory written examinations in several core subjects, including English, mathematics and science.
Supporters believe formal exams provide a common academic benchmark and help prepare students for colleges, universities and other post-secondary programs where traditional testing remains common.
Others argue that projects, presentations, practical work and ongoing classroom assessments should continue to play a major role because they measure different skills and learning styles. The debate reflects a broader discussion about balancing standardized assessment with flexible teaching approaches.
$60 Million Investment Expands Digital Learning Tools
Alongside the assessment reforms, Ontario is investing $60 million in Edwin, a digital learning platform developed by Nelson Education.
The platform is expected to help teachers monitor student progress, identify learning gaps and access curriculum-aligned teaching resources. School boards will be able to use Edwin, although its adoption will not be mandatory.
The system is designed to provide classroom analytics and progress tracking while giving families greater visibility into student learning throughout the school year.
Many education systems have increasingly turned to digital tools to support learning during unexpected disruptions. Recent events such as school schedule changes during Oxfordshire’s extreme heat illustrate how schools continue to adapt to challenges that can affect classroom instruction.
Teacher Unions and Opposition Raise Concerns
The reforms have received mixed reactions across Ontario’s education sector.
Teacher unions and opposition politicians have questioned whether the new grading system and technology investment address broader issues affecting schools, including staffing shortages, larger class sizes and growing demand for mental health and special education services.
Some critics have argued that additional investment in classroom staff would deliver greater long-term benefits than expanding digital learning platforms. The provincial government maintains that the reforms are intended to improve accountability while providing teachers with additional instructional support.
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What the Changes Mean for Students and Families
When the updated framework takes effect in September 2026, academic success will depend on more than assignment and exam results. Regular attendance, classroom engagement and participation will become part of the overall evaluation process throughout the school year.
Schools are expected to spend the coming months explaining the new assessment model to students, families and staff before implementation begins. Teachers will continue receiving guidance on applying the standardized framework consistently across classrooms.
The policy represents a significant shift in how Ontario evaluates secondary school achievement. Its long-term impact on student outcomes, classroom engagement and academic performance will become clearer after the first full year of implementation.
Further details about Ontario’s education policies and the assessment framework are available through the Government of Ontario.
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