Prevailing Winds in Education: How the SBAC Sets Us Back

I have been planning my spring unit in STREAM. Barring any monumental surprises, we will wrap up windmill designing and start our GPS unit.

I have a nice segue in mind. Provided IMG_0770with handheld anemometers and GPS devices, students will create a wind map of our campus. We’ll run latitude and longitude lines across a map of the school grounds and plot wind vectors on the grid. We’ll test under a  variety of conditions, analyze our findings, and decide where, if we were to put our three-foot inventions on the property, they would be most effective.

A student is waiting for his GPS to locate satellites.

A student is waiting for his GPS to locate satellites.

Now for the logistics. If students work in teams of five, we’ll have enough anemometers and only a few will have to share GPS units. We’re not going to walk the grounds as one big clump of humanity, so I’ll need three or four volunteer adults for the middle school classes. We’ll be able to collect data for the whole campus in a single block; groups will “own” the section they cover; and I’ll be able to hold them accountable. We’ll also need computers to upload our data in a 21st Century manner. We’ll use the Internet to see how our valley campus wind readings compare to the wind on the hilltops around us, the wind on the ridge that runs through the county, and the wind in larger world. Computers will be key as we progress in our GPS unit, and therein lies the problem.

This spring, when all teachers would be sharing the computers for meaningful projects that would represent the culmination of a year’s learning, we will be headed off at the pass by the SBAC. This new standardized test will appropriate all of our school computer resources so that every 8th and 11th grader can be subjected to more than eight hours of interrogation. For about two weeks, there will be a mad scramble for the few computers the SBAC hasn’t commandeered.

There is so much wrong with the SBAC it should be hard to know where to start. Thankfully, the name itself rolls out a red carpet. I ask you: if you were given the entire alphabet to create an acronym that tens—maybe hundreds—of millions of people were going to use on a regular basis, would you be able to come up with something better? Probably.

The very name of SBAC makes it a bitter pill to swallow. Imagine an organization contracted to come up with a new test to replace one that (almost) everyone despises. They take on this task in an era when forward thinking educators receive standing ovations as they call for innovation, quality teamwork, and strength-based education to carry greater significance in our schools. But after millions of dollars and tens of thousands of hours, the group comes out with a product that is referred to as SBAC, pronounced “Essback.” Are these the folks that are going to usher education to meet the needs of the people in the new economy, with these calls for creativity and innovation? Was creativity modeled or engaged when they came up with the word Essback? God help us.

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Our learning intention for the GPS unit. Standardized testing is all about data collection and analysis, and I get that, and understand its utility. But there are more creative ways to assess our students’ knowledge.

But there’s more. This acrid acronym stands for this: Smarter Balanced Assessment Consortium. (Maybe it was the best they could do, though I suspect if it was their best, it would have stood for Smartest Balanced Assessment Consortium.) The use of the comparative adjective “smarter” serves as a constant reminder of what came before. And the test that came before was deemed, by and large, to stink. So it is named SBAC, and each time we say it, we can remember that is a smarter than its predecessor, which stunk. Great: we can feel good about the SBAC as long as we’re looking backward. The S might as well have stood for Shortsighted. It feels SBACwards, not future-oriented. Hopefully it won’t be long before the people we voted into power realize this.

For now, I have this spring to figure out. There’s nothing wrong, really, with recording our DSC_0384field data the old-fashioned way, on paper, with pencil. It might even be good to help the students improve penmanship. But I’m keeping my fingers crossed that the wind will soon be blowing in a more promising direction.