As a part of their graduation requirements, every student in Michigan must take the complete SAT, including the essay. This is relatively new for us in the mitten state; previously, our required test was the ACT. As with just about any major change in education, when this first became law, I went through the stages of grief. But now, I’ve moved beyond acceptance and have learned to embrace the newly revised SAT*.
*Ok, “newly revised” requires a bit of perspective. It’s been in place for a couple of years now, but if you haven’t thought much about the SAT since you taught it, it’s changed – a lot.
Now, I’m never going to go bonkers in support of lots of mandatory, standardized testing. But, let’s face it: it’s not going away, so if a test can supply me with reliable data to help inform my instruction, I can deal.
Plus, the SAT is hard, which is one thing that frustrates a lot of people about the shift to this test, but I’d argue that because of its particular type of “hard,” the SAT – especially the essay – is making me improve my teaching.
See, when I say that the SAT is “hard,” part of what I mean is that you can’t really prep for it like you might for other writing tests. That’s because the SAT essay doesn’t just grade kids on how well they can perform with a particular kind of writing. There’s still the kind of icky, unnatural pressure of timed writing, but there’s more to it than that.
A quick look at the rubric will tell you that you’re not dealing with a formulaic response, here. A third of it is devoted to students’ comprehension of the argument they read and another third is devoted to their analysis – their thinking – about the text. That means that a full two thirds of this rubric measures skills that can’t be taught with any kind of formula. And the third that deals with writing? Take a look at the language. It values effectiveness, precision, and variety above structure – all skills for which there simply is no formula.
When we first made the switch to the new SAT essay, my colleagues and I sat down with the rubric and the sample student responses that had been released. We wanted to wrap our heads around this beast to figure out what kids need in order to do well. The discussion was long and at times fraught with emotion, but we were eventually able to agree on a couple of non-negotiables that students would need to be able to succeed on this test. And the really good news is that, to meet these needs, we don’t need to teach to the test or do test-prep; we need to double down on really good instruction. Continue reading