SBAC Testing Updates
The Superintendent - in his comments at last night's Board meeting - had very little to say about how it's going for SPS and SBAC testing.
But here's one man's dissection of the SBAC math from the GFBrandenburg's Blog (he's a retired math teacher). The critique of SBAC math is from Steven Rasmussen from SR Education Associates. Mr. Brandenburg breaks it down (as Mr. Rasmussen's writing is quite lengthy but very in-depth).
Here is the money quote:
Ironically, while poor results on the Common Core tests will be a blow to policy makers, parents, educators, and students, they will be a boon to those in education for a profit.
What flaws did Mr. Rasmussen find?
• Poorly worded and ambiguous mathematical language and non-mathematical instructions;
• Incorrect and unconventional mathematical graphical representations;
• Inconsistent mathematical representations and user interfaces from problem to problem;
• Shoddy and illogical user interface design, especially with respect to the dynamic aspects of the mathematical representations; • Consistent violations and lack of attention to the Common Core State Standards;
• Failure to take advantage of available technologies in problem design.
Technology-enhanced items could have made use of widely ratified and highly developed technologies (e.g., graphing calculators, dynamic geometry and data analysis tools) to engage students in substantive tasks. Instead, these tests rely on a small number of pedestrian and illogical interface “widgets”(arrays of checkboxes, crude drawing tools, graphical keypad, drag-and-drop digit pilers, etc.) that the test item writers used via question templates.The widgets often provide window dressing for multiple-choice questions.
Mr. Brandenburg received a video from a 5th grade teacher in Clinton Townsehip, MI whose students are very tech-savvy but could not understand what to do on the practice SBAC math test.
From Mr. Brandenburg's critique's section - What Can We Do? - has many good ideas, most of which need courage to carry out:
But here's one man's dissection of the SBAC math from the GFBrandenburg's Blog (he's a retired math teacher). The critique of SBAC math is from Steven Rasmussen from SR Education Associates. Mr. Brandenburg breaks it down (as Mr. Rasmussen's writing is quite lengthy but very in-depth).
Here is the money quote:
“…the Smarter Balanced tests are lemons. They fail to meet acceptable standards of quality and performance, especially with respect to their technology-enhanced items. They should be withdrawn from the market before they precipitate a national catastrophe.”
As well as this one:Ironically, while poor results on the Common Core tests will be a blow to policy makers, parents, educators, and students, they will be a boon to those in education for a profit.
What flaws did Mr. Rasmussen find?
• Poorly worded and ambiguous mathematical language and non-mathematical instructions;
• Incorrect and unconventional mathematical graphical representations;
• Inconsistent mathematical representations and user interfaces from problem to problem;
• Shoddy and illogical user interface design, especially with respect to the dynamic aspects of the mathematical representations; • Consistent violations and lack of attention to the Common Core State Standards;
• Failure to take advantage of available technologies in problem design.
Technology-enhanced items could have made use of widely ratified and highly developed technologies (e.g., graphing calculators, dynamic geometry and data analysis tools) to engage students in substantive tasks. Instead, these tests rely on a small number of pedestrian and illogical interface “widgets”(arrays of checkboxes, crude drawing tools, graphical keypad, drag-and-drop digit pilers, etc.) that the test item writers used via question templates.The widgets often provide window dressing for multiple-choice questions.
Mr. Brandenburg received a video from a 5th grade teacher in Clinton Townsehip, MI whose students are very tech-savvy but could not understand what to do on the practice SBAC math test.
From Mr. Brandenburg's critique's section - What Can We Do? - has many good ideas, most of which need courage to carry out:
The national testing train is hurtling down the tracks out of control. Fueled by lucrative
contracts with testing companies, driven by people with insufficient understanding of the
educational and social consequences of their actions, and racing to reach a destination in
too little time, the train will crash very soon.
What can one do? The boldest choice, and in some real sense, the most principled one, would be to jump off.
If I were a state administrator responsible for state testing, a superintendent, a school board member, a teacher, a parent, or even a student old enough to make my own decisions about my education, I would seriously consider not participating in the coming round of high-stakes national testing—the tests will do too much damage on too many levels to students, teachers, and champions of education. I salute those who have taken courageous stands to opt-out of the new rounds of testing. The tests cannot be fixed in the time before they’ll be administered. And in the current political climate, there will not be funding available for those who could fix them to actually fix them.
I recognize that a stand to resist the tests has many consequences, some severe in the short run. But anyone who takes this stand now will be exonerated in the long run. It is the moral and practical thing to do. Next year a stand taken against the tests today will look prescient.
What can one do? The boldest choice, and in some real sense, the most principled one, would be to jump off.
If I were a state administrator responsible for state testing, a superintendent, a school board member, a teacher, a parent, or even a student old enough to make my own decisions about my education, I would seriously consider not participating in the coming round of high-stakes national testing—the tests will do too much damage on too many levels to students, teachers, and champions of education. I salute those who have taken courageous stands to opt-out of the new rounds of testing. The tests cannot be fixed in the time before they’ll be administered. And in the current political climate, there will not be funding available for those who could fix them to actually fix them.
I recognize that a stand to resist the tests has many consequences, some severe in the short run. But anyone who takes this stand now will be exonerated in the long run. It is the moral and practical thing to do. Next year a stand taken against the tests today will look prescient.
Comments
Not one teacher had their child take the test. Not. One. Sample size = 5.
I have now opted my children out with a clear conscience.
Thinking Mom
https://gfbrandenburg.wordpress.com/2015/02/16/atlantic-magazine-article-on-whats-wrong-with-the-new-sat/
ugh
http://www.theatlantic.com/education/archive/2015/01/new-sat-new-problems/384596/
(sorry for veering off topic)
ugh
Dear Staff, Some of you have expressed concern about the administration of the Smarter Balanced Assessment (SBA). Concerns have included questions about the utility of the assessment, the instructional time lost due to testing and the likelihood of lower test scores. I encourage you to visit our newly developed Frequently Asked Questions on our district website. I would acknowledge that the SBA presents unique challenges – particularly in regard to this year’s test administration. Although the amount of SBA testing time for each individual student is relatively small (about eight hours depending on grade level), because of our limited technology, the administration of the test is spread out through much of the spring months. The SBA however, does take several steps in the right direction. It reflects the higher College and Career Readiness Standards (Common Core) which our students need to compete successfully in a global market for family wage jobs (75% of family wage jobs now require SOME college). Yes, the SBA does measure student progress against a higher standard and the percentage of students that achieve proficiency will likely be lower. We have seen similar trends with the WASL, the MSP, the HSPE, and the EoCs. In each case, we have learned from the test results and risen to the challenge. I am confident that we will do so again, and that the preparation work done in Washington and Seattle will mean that our state and district scores will continue to compare favorably.
1) The district is required by law to administer the test. There is no law requiring any student to take the test.
2) X number of hours of class time will be spent preparing for and taking the test.
3) The results of the tests and any data that might be useful will not be available to me until after your child leaves my classroom.
4) The district has indicated that any staff who refuses to administer the test will be cited for misconduct and potentially fired.
5) Many resources regarding SBAC and standardized testing may be found through internet searches.
Are we really at the point where this seems like a small amount of testing?
parent
-bh
-bh
I agree with parent. When did 8 hours of testing for a third grader become a relatively small amount of time?
Shall we talk about the loss of instructional hours because teachers are having kids practice logging onto computers.
Nyland's threat to turn teachers into oSPI and have their teaching certification removed is over the top. IMO he is acting like a real jackash.
Empl
I thought it was a requirement that the school give the test, not that the student must take it.
11th graders will take the Math portion during a week (!) of late arrival days, and the ELA portion during an entire week of their LA class in May.
I did call RHS and a counselor told me that should I opt my child out, they'll show up at 9:50 with the rest of the kids instead of taking the Math SBAC, and would spend a week in the library instead of taking the ELA SBAC.
RHS site: http://roosevelths.seattleschools.org/
SBAC document: http://roosevelths.seattleschools.org/modules/groups/homepagefiles/cms/1708880/File/Testing%20Resources/State%20Assessments%20for%202015[1].pdf?sessionid=207185afd0b0795b56034ec655ed4730
Your child does not have to take this test and there is no good reason to do so.
Parent
-hopeIcan