<p>There is an interesting article in the Los Angeles Times Op Ed.</p>
<p>You need to register to get access to it. </p>
<p>The title is, "New SAT: Write Long, Badly and Prosper" and is written by
Les Perelman, who is a director of the undergraduate writing program at the Massachusetts Institute of Technology.</p>
<p>In general terms, the article repeats the criticisms heard before, "The truth is the whole idea behind the 25-minute essay is wrongheaded. Nowhere except on examinations such as the SAT essay does an individual have to write so quickly on an unfamiliar topic."</p>
<p>The most interesting part of the article starts at, "How can the current situation be addressed?"</p>
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First, we must acknowledge that high-stakes college admission testing is too important to leave entirely to the private testing agencies. Colleges and universities are ready, willing and more than able to take the lead. College and high school writing teachers, along with college admission officers, should control the design, content and grading of the writing test even if its administration is left to outsiders. </p>
<p>Second, the test should consist of two substantial essays written over the course of a day. The National Commission on Writing has stated that one writing sample is insufficient to measure a student's writing and that students need time to plan, revise and edit. </p>
<p>Third, rather than having isolated individuals grade the tests on the Web, testing agencies could use the Internet to create regional grading centers where college and high school faculty would evaluate the papers cooperatively in weekend scoring sessions. This would be more reliable than solitary grading. </p>
<p>Among other benefits, this more comprehensive writing test would discourage coaching, because the only effective "coaching" would be to teach students how to write.
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<p>What I find interesting is this: "Colleges and universities are ready, willing and more than able to take the lead. College and high school writing teachers, along with college admission officers, should control the design, content and grading of the writing test even if its administration is left to outsiders."</p>
<p>Am I wrong to point out that The College Board is owned and controlled by the precise group that is "ready, willing, and able" to take the lead. Why are college officials so intent to present the College Board as "them" or "outsiders"? Does this mean that the officers and elected board of trustees is simply abdicating their duties to unnamed "others"? </p>
<p>The current writing test is indeed a poor one. But why did the schools not voice their opinions when it became clear that the SAT would simply become the old SAT + the old writing test? Where were the critics when the SAT-II writing was administered? </p>
<p>The writing test IS ineffective. But, could not we call the "new" proposals even less effective. I shudder at the thought of a National commission populated by High School faculty. Isn't the high school faculty largerly responsible for the current abysmal level of writing that is barely above needing remedial classes at most colleges? Before looking for "new places" to show their grading talent, the high school faculty should focus on making effective grading a critical component of teaching by requesting the time and support from their school administrators. If we want our teachers to spend time on returning papers with comprehensive grades and comments, we need to let them have the time to do so. If writing is really that important, schools need to dedicate resources (more teachers or specialized teacher who support the current teachers) and not consider it an after-thought. High school should be aware of the difference between expecting students to do well and actually TEACHING them do well. </p>
<p>On the issue of testing, it is the entire concept of "Writing an essay on a selected topic" that is extremely limited. In my opinion, there are much better alternatives such as offering a test that would include asking the students to read and listen, summarize, and comment on two separate subjects. The first one would be a written text, and the second one would be a verbal presentation. I believe that such test would go a long way to show the proficiency of a student to UNDERSTAND, ANALYZE and COMMENT on a given subject. The answers of the students could be sent DIRECTLY to the schools with the caveat they would have to jugdge and score the "essays" according to their own criteria. The College Board would only be responsible for ensuring the integrity of the process. In addition, it would be quite simple to ask the students to submit a GRADED paper from their high school as controlling element, for both the student AND, most importantly, the high school itself. </p>
<p>If colleges want to see tests that predict future performance, it may time to ask students to show proficiency in something they actually WILL do in school.</p>