by Eric Holcombe
As mentioned in earlier posts, Tennessee is leasing Utah’s Common Core, federal government-forced online testing “items” from their SAGE assessments provided by Smarter Balance Assessment Consortium (SBAC) via the behavioral research company American Institutes for Research (AIR). AIR is known for behavioral research, a.k.a. data mining, on public school students such as Project Talent in 1960 (also driven by the federal government). At the time of their implementation, the SAGE assessments were untested, that is, they were unpiloted on any students prior to them being foisted upon Utah students in spring of 2014. Utah students were the guinea pigs – and Utahns paid handsomely for the privilege to be the guinea pigs. In December of 2014, Achieve Inc. board member Bill Haslam announced that Tennessee would be renting test “items” from Utah for $2.3 million for the next couple of years until Measurement Inc. (via AIR, via SBAC) can develop the “TNReady” tests. Now keep in mind that like Tennessee, all states that took the Race To The Top federal bribe must choose between one of two federal-government created masters for their mandatory, online testing: PARCC or SBAC. Tennessee’s initial illegal, no-bid testing contract was awarded to PARCC (Kevin Huffman, governing board). Utah initially chose SBAC and after much public displeasure was expressed then did the same thing Achieve Inc. board member Haslam has since done: pretend to put the mandatory, federal-driven testing “out for bid”, say you are making “state-led” tests except they rigged the specifications so that ultimately only an SBAC subcontracted entity could “win”. So Utah ended up with the SAGE assessments by SBAC via AIR, the behavioral research company. In Tennessee’s case, we added yet another middle-man by hiring Measurement Inc. from North Carolina, who subcontracted to AIR, a Washington DC corporation (like Haslam’s Achieve Inc.) who works with SBAC from Washington State. And in the meanwhile, we are renting the tests that Utah has already paid them to create, thus TN students are really UtahReady.
Following is an editorial by Debbie Nichols, a recently retired Utah teacher of 34 years, who gives her view of the SAGE test (emphasis mine). This was published in the Deseret News on November 1 of 2014, about six months after the first application of the SAGE tests in Utah but still PRIOR to Tennessee’s contract to lease the test “items” for $2.3 million per year from Utah for the next two years and PRIOR to Tennessee’s $108 million contract to Measurement Inc. to produce the new tests from AIR/SBAC for the following five years.
You may find yourself asking who did the shopping for this and why did we decide this was a good idea for Tennessee (if in fact Commie Core and its mandatory online testing really is “state-led” and not forced by the federal government).
My view: A teacher’s opinion of the SAGE test
Many Utahns heard about the SAGE test for the first time this week as the test results were published. There is more to be concerned about than the scores. There are some things that taxpayers and parents need to know about the SAGE test.
I taught school for 34 years and just retired in June. I taught nine years at West Kearns Elementary and 25 years at Eastwood Elementary. I have watched the metamorphosis in education over these many years. Some changes have been good and some have not. The SAGE test is not a good change.
SAGE testing does not line up with the curriculum. It may tell you some things a child knows, but not necessarily what he or she learned in class. This style of test never measures what has been taught.
The math section of the SAGE test is really a reading test, which means one cannot distinguish computation from application from vocabulary knowledge. Can the child do the computation but not apply it? Could the child do the computation and apply it if he or she knew a different vocabulary term used in the word problem? The SAGE test won’t tell you, and educators are not given vocabulary lists or knowledge of content.
The SAGE test is simply not a good test. Last spring I saw a little boy stare at his screen for 30 minutes. He knew the correct answer was 1½, but he could not find a way to enter a mixed number to answer the question. It couldn’t be done on his computer.
The SAGE test is written so that as a student answers questions correctly, the test immediately takes the student to questions that aren’t just harder, but out of grade level. It overwhelms and frustrates elementary children. The students are not allowed to go on unless they answer each question. Last year I watched as 28 students stared at a screen until they gave up and guessed. The teacher is not allowed to give prompts during this test at all. Exasperated students soon give up. Low students stop reading altogether.
The SAGE test does not help teachers or students know student progress. This testing format is not age appropriate for grade school. For secondary schools, it is still not measuring if a student mastered the curriculum that they were taught.
Learning has to be measured in some way. So educators look at what the end goal is and set out during the year to try to achieve this goal. We make a curriculum that matches up with the final test to be given. This is not teaching to the test, this is teaching to the goal of mastery of a subject.
A runner knows that his race time does not improve by buying a new stopwatch. The runner knows that he needs to work harder and practice more. Students’ scores will not improve with a new test. It is not the testing we need to practice but the actual skill. More testing does not equal more learning. We need more teaching time in the classroom and less testing time. There is so much more that these students need to know for the future. Too much testing just desensitizes them. We should be striving for love of learning, not hate of testing.
Educators and society need to prepare our students for college and the real workforce. The SAGE doesn’t help, it just dampens the love of learning. We deserve more for our education dollar. More importantly, our students deserve better.