Yes, of course, the SBAC tests must go.
All of the comments about doing away with SBAC made by teachers on the video produced by the Connecticut Teachers Association, called “Connecticut Teachers Share Concerns About SBAC”, are true. (Scroll down on CEA link for video.) The tests stress children out. The tests take too much time away from real learning and replace it with test prep. The data collected is useless. The SBAC use of technology as the testing format is inequitable because children use different kinds of devices to take the tests, some of which are more user friendly than others, and the children vary greatly in their familiarity with technology. The tests deplete many children, especially those with special needs or recent English speakers, of their confidence as learners and deprive them of their motivation. Teacher after teacher testified that the tests and the inordinate time given to preparing for them prove only one thing: how good a taker of the test the student is.
The SBAC tests have established cut scores and are designed to fail between 56-68% of students, depending on grade level and subject matter. The SBAC tests are invalid and unreliable, as even the former Executive Director of SBAC asserted when speaking at the University of Connecticut on March 31, 2014, because there is no data to prove that success on SBAC tests merits “college and career readiness”. We also do not need SBAC tests to gather information about the achievement gap. We have NAEP, a test which accurately reports on the achievement gap, does not punish individual students, and costs districts and the state of Connecticut nothing, that does that for us. We also know that the high stakes of the SBAC tests which deem students competent or not, determine the fate of schools and the careers of school administrators, provide PR for school districts, and measure the competencies of teachers, determine what is taught. The SBAC test is the curriculum.
And that brings up the most pressing reason that the SBAC tests must go: The SBAC tests measure the wrong things. The SBAC tests do not measure the learning that students need.
What learning do students in 2016 need?
They need to learn to ask questions of their own and explore their questions in depth. They need to learn to collaborate with others in order to grow as broad and deep thinkers. They need to learn creative problem solving. They need to learn how to innovate. They need to learn how to express their thinking, using effective oral and written communication in a wide variety of forms and in both personal and academic voices. They need to be motivated. They need to be engaged. They need to love to learn.
The Common Core teaches none of these skills. The SBAC tests do not measure them.
Learning and the assessing of that learning do not have to be that way.
The first speaker on the CEA video, Paul Coppola who is a social studies teacher in Madison, CT, explained how educators in his district designed indicators of academic growth and development for their students and assess their students on their achievement of learning objectives, based on those indicators. The indicators are:
- problem solving
- global perspectives
Similarly, I have worked for many years with teachers to design assessments that require students to:
- Engage in a new challenge that is a learning experience in itself.
- Use critical thinking to identify and analyze the key concepts of a course.
- Apply and integrate knowledge and learning strategies developed in that course.
- Think creatively to explore ideas or problems that pull the course together.
- Collaborate to increase individual achievement by having their original ideas broadened and deepened through dialogue with others.
- Demonstrate effective written communication.
- Reflect upon and assess their own development as learners.
These are but two examples of conversations that have begun. There are as many conversations going on in Connecticut about learning and assessment as there are dedicated educators. We are ready to dialogue about what learning is and how we will measure it.
Jennifer Alexander, CEO of ConnCAN, could not be more wrong when she said that we as a state should stay with SBAC because ” we’ve already invested millions into its implementation”. By that logic of not changing what we have invested in, we would still be fighting in Vietnam and would still have segregated school districts.
Revision is at the heart of learning. And growing. And getting things right.
Questions about SBAC have been raised. It’s time to explore those questions. It’s time to collaborate. It’s time for creative problem solving. It’s time for innovation.
It is time for real learning to take center stage in Connecticut.
Bring on the best people to lead the exploration of those questions. Bring on those who know what it is to teach and what it is to learn. Bring on the educators.
One thought on “Replacing SBAC with Real Learning”
Your blogs are phenomenal !
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