From the Students of Garfield High School on SBAC Testing
April 9, 2015
Garfield High School
Seattle, WA
WE THE STUDENTS OF GARFIELD HIGH SCHOOL,
are leading a movement in protest of the Smarter Balanced Assessment Consortium (SBAC.) Here are several reasons why we oppose the SBAC and its consequences.
2014/15 Garfield High School Class of 2016 ASB Officers:
President: Kevin Nguyen
Vice President: Jess Juanich
Secretary: Dawit Nuguse Treasurer:
Maddy Kennard Senator:
Chan Huynh
Advisor: Sydney Bowker
Advisor: Hannah Farrell
Garfield High School
Seattle, WA
WE THE STUDENTS OF GARFIELD HIGH SCHOOL,
are leading a movement in protest of the Smarter Balanced Assessment Consortium (SBAC.) Here are several reasons why we oppose the SBAC and its consequences.
- The SBAC is unnecessary and not required for graduation if a student has passed the High School Proficiency Exam (HSPE.)
- Data from initial SBAC testing indicate that only 30 to 35 percent of students are expected to pass. This is setting up 70 percent of our students for failure and will lead to increased student anxiety and a decrease in student morale.
- Students who choose not to opt-out of taking the SBAC will miss two full days of valuable class time to take the reading and math portions of the SBAC. This interferes with preparation for final exams and Advanced Placement exams.
- All of our computers will be unavailable to students and teachers during the week of SBAC testing because the assessment is administered on computers. Since 31 percent of our student body is on free or reduced lunch, this standardized test disproportionately and inequitably impacts our lower income students, many of whom rely on access to school computers for classwork and studying.
2014/15 Garfield High School Class of 2016 ASB Officers:
President: Kevin Nguyen
Vice President: Jess Juanich
Secretary: Dawit Nuguse Treasurer:
Maddy Kennard Senator:
Chan Huynh
Advisor: Sydney Bowker
Advisor: Hannah Farrell
Comments
BHP
My sister was a teacher for 2 years right out of college. For medical reasons, she has not worked in 20 years. She recently told me about her new temp job.
She is working in a cubicle land as a temporary employee in the state of Indiana. Her job is to grade the Georgia state smarter balanced tests. I asked her many details, but the shocking part is she is grading the writing portion of the test. I asked how she does that. She said they get a rubic to follow. So, even though my sister is smart and is a great writer, there are temporary employees sitting in cube farms grading our children's essays using a rubic! I was left absolutely speechless.
Here's a good report of the experiences of one test scorer.
http://monthlyreview.org/2010/12/01/the-loneliness-of-the-long-distance-test-scorer/
Just think of the decisions that are made off these test scores, graded by temp workers with no education experience.
CT
You want tell me as a teacher I didn't do enough?
I'll dare you to work as hard as I have for 30 gd years, arriving early, leaving late, skipping lunch, spending my own money, and having very little time or energy left to parent my own children.
The testing and "accountability" issue is useful as a wedge between parents and teachers. Both groups want a better life for students. Parents and teachers ought to be natural allies.
Accountability cuts every which way.
I reject the notion that teachers are afraid of accountability.
You know who we should hold accountable?
The Boeing-licking Washington State Legislature.
I'm sorry that came as a shock to you but yes, these essays are being graded using a rubric AND by time. Meaning, the graders have to work to a schedule and a timetable per essay.
Tam
Here's a 4 on the rubric for Development/Elaboration. Narrative techniques? Does not sound third-grade-ish at all.
The narrative, real or imagined,provides thorough, effective elaboration using relevant
details, dialogue, and/or description:
experiences, characters, setting and/or events are clearly developed
connections to source materials may enhance the narrative
effective use of a variety of narrative techniques that advance the story or illustrate the
experience
effective use of sensory, concrete, and figurative language that clearly advances the
purpose
effective, appropriate style enhances the narration
CT
-NNNCr
Good lord.
Tam
Stop trying to blame lack of funding, it's just not true for SPS.
I've seen so many unorganized K-5 teachers that are poor role models and if a student gets looped they will have to try and recover from two years of confusion.
3 Monkeys
I would hope that the graders have been given examples of a good essay, mediocre essay, and bad essay to help guide them. Otherwise, grading rubrics are incredibly subjective.
I've always believed that there are three parties involved in a child's education: the child, the parent(s)/guardian(s), and the teacher/school/district. Each of them has a certain amount of responsibility to make sure that the child learns, but the way that they divide up the pie of responsibility changes as the child grows. Sometimes it doesn't work out the way it should -- a child being bounced between foster homes isn't getting the stability and parental/custodial support that they need to succeed.
The Smarter Balanced ELA Scoring Guide referred to above provides not only the scoring rubrics but also actual student responses ranging among the 4 scoring levels.
There is legitimate debate regarding whether or not the academic expectations are appropriate at these grade levels, particularly in regard to Level 4. But the scoring guides do align to the Common Core State Standards expectations at the grade levels.
--- swk
Tam