Abstract:

The COVID-19 pandemic has exacerbated the issue of grade inflation, which has been a growing concern in post-secondary education for decades. This practice, characterized by the inflation of admission averages, has reached unprecedented levels during the pandemic. However, this grade inflation brings no benefits to anyone involved in the educational process. High schools that engage in grade inflation are often criticized for becoming "grade mills" that produce students with inflated grades but lacking in actual performance and skills. As a result, post-secondary institutions are forced to develop proprietary algorithms and databases to accurately assess the capabilities of incoming students, as traditional grades are no longer reliable indicators. Unfortunately, many students fall into the trap of believing they have a solid understanding of fundamental concepts due to inflated grades. This misconception can lead to a false sense of confidence and hinder their willingness to engage in critical thinking and further learning. As a result, students may struggle to meet the expectations of rigorous architectural pedagogy. Moreover, the impact of grade inflation extends beyond student attitudes. Professions that rely on graduates from architecture programs may unknowingly receive inadequately prepared individuals who assert knowledge and skills they do not possess. This discrepancy between perceived competence and actual capability can have detrimental effects on the quality and integrity of architectural practice. To highlight the consequences of grade inflation during the COVID-19 pandemic, this paper focuses on a selection of technical and design courses offered in Canada's largest accredited architecture program. By examining the negative effects on pedagogy, student attitudes, and overall performance, it sheds light on the urgent need to address and mitigate grade inflation in architectural education.

Keywords:

Post-pandemic pedagogy, admissions, grading, architecture.