Results from SAGE testing are pouring in with students (3rd through 12th grade) in some districts shown to score around 28%. As if scores this low weren't troubling enough, individuals overseeing this testing are assuring us that the tests aren't measuring content mastery, but career and college readiness.
First question: if the content is not preparing students for college and eventual careers, what exactly is its purpose? (Not to mention the fact that the current job market will be vastly different when they graduate and may include job categories that don’t even exist yet.)
Second question: since when is it appropriate to see if a third grader is “career ready”? I was under the impression that child labor laws had been enacted.
First question: if the content is not preparing students for college and eventual careers, what exactly is its purpose? (Not to mention the fact that the current job market will be vastly different when they graduate and may include job categories that don’t even exist yet.)
Second question: since when is it appropriate to see if a third grader is “career ready”? I was under the impression that child labor laws had been enacted.
There are some good things about this new test. First, it’s computer administered and designed to be adaptive. This means that the more correct responses a student provides, the more difficult the test gets, and the more incorrect responses provided, the easier the test gets. In this way the test is on track for an accurate representation.
However, many students experience test anxiety, and while they may know the material, the act of being tested causes so much stress that they may be unable to think clearly, thus their scores are not representative of either their knowledge or their capability. I've had students refuse to take AP classes for this very reason, despite being intelligent and diligent enough to succeed in the class. Not every student will even be eligible for AP testing, but let’s look at the tests a student might be required to take in just one year (apart from tests actually required for a class) in Utah:
However, many students experience test anxiety, and while they may know the material, the act of being tested causes so much stress that they may be unable to think clearly, thus their scores are not representative of either their knowledge or their capability. I've had students refuse to take AP classes for this very reason, despite being intelligent and diligent enough to succeed in the class. Not every student will even be eligible for AP testing, but let’s look at the tests a student might be required to take in just one year (apart from tests actually required for a class) in Utah:
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Do our students need to be held to high academic standards? Absolutely, but why do our legislators insist on testing them into oblivion? Why not implement the high standards, and let their work speak for itself? If there are teachers that are not teaching up to the standard, then that’s another discussion, but as long as the standards are in place, the work of the student under those standards must be the measurement we use. Student grades are composed of numerous assignments that are both objective and performance based, and thus will offer a more clear idea of a student’s “readiness” for college and career.
Lastly, as was mentioned before, it is difficult to measure whether our students are “career-ready” because that assumes we know exactly every career that will be available twenty years from now. Let’s explore an example: in 1983 we had no idea that one could be an App developer for mobile gaming. The technology was technically available. The internet wasn't available for public consumption, but it existed on a limited network scale. Video games were growing in popularity, thanks to Atari. Steve Jobs was well on his way to becoming the microchip mogul of Apple (having worked for Atari in previous years). In spite of all this, the career of “mobile game developer” didn't exist. How then can we possibly say with confidence that a student is not on track to be career ready, let alone say it of a third grader?
Let’s stop with the relentless testing and arbitrary talk of “career and college readiness” and return our focus to what actually matters: student learning.
*Standardized test list compiled from <time4learning.com>, but it should be noted that this site is not up to date as it does not include the SAGE testing.
Have any questions or want to contact us, click here!
Lastly, as was mentioned before, it is difficult to measure whether our students are “career-ready” because that assumes we know exactly every career that will be available twenty years from now. Let’s explore an example: in 1983 we had no idea that one could be an App developer for mobile gaming. The technology was technically available. The internet wasn't available for public consumption, but it existed on a limited network scale. Video games were growing in popularity, thanks to Atari. Steve Jobs was well on his way to becoming the microchip mogul of Apple (having worked for Atari in previous years). In spite of all this, the career of “mobile game developer” didn't exist. How then can we possibly say with confidence that a student is not on track to be career ready, let alone say it of a third grader?
Let’s stop with the relentless testing and arbitrary talk of “career and college readiness” and return our focus to what actually matters: student learning.
*Standardized test list compiled from <time4learning.com>, but it should be noted that this site is not up to date as it does not include the SAGE testing.
Have any questions or want to contact us, click here!