Equitable evaluation is essential to ensuring that all students in the same course are assessed fairly. In BTM495, however, there are significant differences in assessment structures between sections, particularly in the format of the final exam and the use of presentations as part of the course evaluation.

In Section B, students are required to complete an in-person, closed-book final exam, while another section completes their final exam online and open-book. Although the course content and learning objectives remain the same, these differences in exam conditions may affect student performance in ways that are not reflective of actual understanding, raising concerns about consistency and fairness in grading.

There is also an important discrepancy in the course workload. One section is required to complete a presentation, while the other is not. This means that the section without a presentation has more time available to prepare for the final exam, creating an additional imbalance in evaluation conditions. When students in the same course are subject to different assessment components and preparation demands, it becomes more difficult to ensure that final grades are based on comparable academic standards.

These differences impact not only individual student outcomes but also the overall integrity of the evaluation process. Students enrolled in the same course should be assessed under reasonably comparable conditions so that grades reflect academic performance rather than variations in exam format or workload between sections.

We are therefore requesting that the university review this situation and take appropriate steps to ensure fairness across all BTM495 sections. This could include aligning exam formats, standardizing assessment components such as presentations, or implementing adjustments that account for the differences in evaluation conditions and preparation time.

We encourage the faculty and administration to consider this concern seriously and work toward a more consistent and equitable assessment structure for all BTM495 students.