ACT better measures what students have learned

Wednesday, Oct. 28, 2009

Why is the SAT (Scholastic Aptitude Test) considered by many to be the gold standard for measuring probable college success as well as the educational effectiveness of school systems?

The most probable reason is misguided enthusiasm generated by a misunderstanding of the true nature of this standardized test. It is not uncommon for forces (outside the realm of teachers involved in the direct instruction of children) to proffer theories and solutions as how to improve the educational process. Take, for example, the theory of a journalist as to which schools are better at preparing students for college based on the number of children enrolled in advanced placement courses. My guess is that this journalist never spent a day teaching in a classroom before creating his way of finding the best high schools.

Another example is the No Child Left Behind debacle foisted upon American education by politicians.

So what does this have to do with the SAT? I contend that this test which was originally created to glean out the top 10 percent of high school students for admission to the Ivy League schools became a let's-get-aboard fad gradually integrated into the admission process of most universities on the East Coast.

Statistics based on SAT results then became a measuring rod for parents to determine the effectiveness of instruction in their school districts.

Now to the actual nature of the SAT. It is an aptitude test. Webster's Dictionary defines aptitude as a natural ability, a capacity for learning.

In effect, the SAT is an intelligence test.

The emphasis is on how quickly and accurately a student can process academic information and draw conclusions. Studying does not increase aptitude (intelligence). SAT prep classes have as an objective to familiarize students with the kinds of questions asked and techniques for maximizing the use of time during testing. This is accomplished primarily through hashing over previous SAT's. Such courses do not increase aptitude.

Consider, for the sake of discussion, that the SAT has established for itself a life of its own even though measuring student aptitude really is not what should be being evaluated vis a vis probable success in college. As a matter of fact, some universities are now making the SAT optional and relying on the high school transcript in making admissions decisions.

Well, high-school transcripts demonstrate academic achievement. Successful academic achievement in high school is your best predictor of continued academic success in college.

Our focus as educators should be on the level of achievement of our students and how this may be improved. Yes, achievement can be increased. Aptitude cannot.

This brings me to the main reason for writing this letter. There is a standardized instrument which measures the academic achievement of students. It is the ACT (American College Test) for 11th and 12th graders and its two sister tests: the Explorer (for eighth and ninth graders) and PLAN for 10th graders.

These tests focus on what the students have learned in English, mathematics, social studies and science. They are curriculum-based tests covering what students are actually being taught as well as what they should have learned on their actual grade level.

The ACT focuses on how much growth in knowledge (in these four subject areas) is reasonable to expect in high school in order to predict success in college.

In addition, the results of all three of the tests mentioned above come with suggested interventions in instruction based on scores in the four major academic areas.

In short, all three tests measure what is actually being taught to students as well as what is expected that they should know at their grade level. For seniors, the ACT measures what is expected they should know to be able to successfully start a college program of studies.

In consideration of these facts, does it make sense to subject underclassmen to an aptitude test (PSAT) designed for 11th graders? Would it not be more productive to test ninth and tenth graders with the Explorer and PLAN tests which will be geared to their levels and give achievement information as well as suggestions on how their achievement might be increased.

Finally, if any standardized testing is going to be used to evaluate the effectiveness of teaching, why not tests designed to measure achievement (knowledge) rather than aptitude (intelligence)?

Arthur Hefferon, Shadyside

The writer is a guidance counselor at Northern High School.