Beyond the Scantron: College Board’s Chakravarty Says the Pandemic’s Big ‘Aha’ Moment on Assessments Was Less About Tech, More About the Challenges of Equitably Testing at Home
This interview is a part of the "Beyond the Scantron: Tests and Equity in Today’s Schools" series, which is a collaboration with the George W. Bush Institute aimed at exploring the importance of high-quality exams and their equitable use in serving all students. To read the entire series, click here. You can also find our previous series on accountability here.
Auditi Chakravarty, the senior vice president of learning, evaluation, and research at the College Board, shares her insights on the role of high-quality assessments in teaching and learning. She believes that while tests are just one way to gather information about students, they can provide valuable insights to parents, educators, and students themselves. Chakravarty also explains the process of creating exams like the SAT and highlights the importance of using tests effectively.
When it comes to teaching and learning, high-quality assessments serve as a means of gathering information alongside other methods. The usefulness of an assessment depends on its purpose. A high-quality test aligns with the right goals, standards, and skills that are deemed important for students to achieve. If these aspects are met, the information provided by the test can be highly valuable.
Considering the upcoming school year, Chakravarty emphasizes the need to prioritize learning. High-quality formative assessments can help identify learning gaps and determine which students have been more affected by disruptions. Assessments can contribute to ensuring that students have the opportunity to learn, teachers receive the necessary support, and schools have adequate resources where they matter the most.
Regarding the use of major tests, such as the PSAT and SAT, Chakravarty explains that these exams can provide valuable information. The PSAT, in particular, acts as an indicator of where students currently stand and what areas they need to focus on. Taking these tests periodically allows students to track their progress. However, the feasibility of using the PSAT will depend on the safety of school openings.
Chakravarty sheds light on the construction and scoring process of exams like the PSAT and SAT. She highlights the extensive upfront design work that goes into creating these assessments. The most recent SAT redesign involved several years of careful planning to ensure that the test measures the relevant knowledge and skills needed in each subject. The process includes testing questions with students, pre-testing to ensure fairness and effectiveness, and discarding items that do not accurately measure what they are intended to.
Overall, high-quality assessments can provide valuable information about students’ progress and help support their learning journey. The construction of exams like the PSAT and SAT involves meticulous planning and testing to ensure accuracy and fairness.
To the universities and colleges opting out of the SAT or ACT, I would emphasize the significance of these tests in expanding college admission opportunities.
While it is true that standardized tests have faced criticism for their potential biases and limitations, they still play a crucial role in the college admission process. The SAT and ACT provide a standardized measure of academic abilities and potential, allowing colleges to evaluate applicants from diverse backgrounds on a level playing field.
By opting out of these tests, universities and colleges may unintentionally limit opportunities for underrepresented students who may not have had access to the same resources and opportunities as their peers. These tests can serve as a valuable tool for identifying talented students who may have otherwise been overlooked, especially when used in conjunction with other holistic admission criteria.
Furthermore, research has shown that in states where a college entrance exam is mandated, there has been an increase in application and admission rates of underrepresented students. This suggests that these tests can serve as a powerful catalyst for expanding access to higher education.
However, it is important to recognize that these tests should not be the sole determinant of an applicant’s worth or potential. They should be considered alongside other factors, such as grades, extracurricular activities, and personal achievements. The goal should be to create a comprehensive and equitable admission process that considers the whole individual.
In conclusion, while the debate around standardized tests is ongoing, it is crucial for universities and colleges to carefully consider the benefits of these tests in broadening college admission opportunities, especially for underrepresented students. A balanced approach that combines standardized testing with holistic evaluation can lead to a more inclusive and fair admission process.
In general, I want to reiterate what I have previously stated: tests are just one piece of information that admissions officers consider when evaluating college applications. It is essential for colleges to consider the tests in the broader context of other factors that are important to them. Without test scores, colleges must rely on other sources of information.
Looking ahead, I would advise colleges to gather as much valid and reliable information about each student as possible, aligning with their specific goals. Standardized tests can serve as a valuable component of the admissions and enrollment process, providing a standardized piece of information.
Our research indicates that when grades and test scores are used together, they are more predictive of college outcomes than when used independently. While grades alone are slightly more predictive than the SAT, combining both factors yields significant predictive power.
When considering the future of assessment in five or ten years, one concern I have is the complete disappearance of assessments. Assessments do provide valuable information, particularly when considered in conjunction with other evidence. It is crucial to ensure that assessments remain a part of the education system.
A high-quality assessment should focus on testing skills that are worth teaching. These tests can assist teachers in designing instruction that targets important reading, vocabulary, and writing skills. For instance, as a former English teacher, I found it helpful to examine the PSAT and SAT reading tests to evaluate how my students were performing in these areas and how I could improve my teaching.
I am concerned that in the midst of valid criticisms and critiques of assessment, we may completely discard the concept of assessment. However, if this doesn’t happen, there is an exciting opportunity for technology to play a more prominent role in student testing.
If technology becomes more widely accessible in homes and schools and becomes integral to the learning process, it will drive innovation in assessment methods. In the future, technology can enable us to test a broader range of skills and content more efficiently.
For example, can we develop assessments that measure creativity, problem-solving, and adaptability? These skills are crucial for future success in college, careers, and life, but they currently lack effective testing methods, often requiring the use of technology.
Even those who criticize traditional assessments are questioning whether there are additional skills that should be assessed alongside the existing ones. It doesn’t have to be an either/or situation. Can technology provide us with efficient means of assessing these skills? This is something I am optimistic about.
When it comes to testing, I wish educators and parents better understood that while tests are important, they are not the sole determinant of success. They are not always the most significant factor to consider. The importance of tests depends on the stage a child is at in their educational journey and their goals.
For college admissions, the college entrance exam may hold great significance, but for a child trying to enter kindergarten, it may not be of utmost importance. Tests should always be considered alongside the information they provide and the goals they help achieve.
Parents and educators should also be aware that tests are valuable tools for policymakers, principals, superintendents, and individuals at the district and state levels. These tests can assist in driving the desired strategies, such as promoting equity in schools. Additionally, tests provide a means for parents to hold educational leaders accountable. This understanding is essential for parents and teachers alike.
Holly Kuzmich serves as the executive director of the George W. Bush Institute.
Anne Wicks is the Ann Kimball Johnson Director of the George W. Bush Institute’s Education Reform Initiative.
William McKenzie acts as the senior editorial advisor at the George W. Bush Institute.
