Today we had our first benchmark for this school year. It’s not a benchmark anymore — I can’t remember the new jargonistic name we call it. A something-something predictive assessment. “Predictive” means that it predicts how well students will perform on the SC-Ready test, the end-of-year, state-mandated assessment. Except that it doesn’t. The company that sold the program (Mastery Connect) to the district bragged that it is over 90% accurate in its predictive assessments. Except that it isn’t. We had questions today that weren’t in the pacing guide for first quarter.

“Mr. Scott, what’s a ‘gerund’?” several asked.

“Don’t worry about it. We haven’t covered it. It’s not in the pacing guide until second or third quarter. I can’t remember which. Either way, we will have covered it by the time we get to the SC-Ready test.

The assessment would be a little more useful (i.e., a little more predictive perhaps?) if it weren’t for one small issue, which I elucidated on my daily update for my class website:

All students began the day with the first benchmark of the quarter. We’ll go over the results at some point next week, but since the test is proprietary, we won’t be able to look at or discuss the actual questions because of licensing and copyright. It makes it challenging to use the benchmark as any kind of instructional experience, but we’ll do our best.

That’s right — I don’t get to see the test. At all. I can’t go over the test with students. At all. All in the name of capitalism and profits.

What kind of questions are they? Well, if they’re anything like the questions from our textbook’s unit tests, they’re something like this:

Example 1

A quick question about a straightforward topic: plot structure:

How does the plot structure and specific events in Passage 1 contribute to the overall meaning of the text? 

They create a sense of mystery and suspense, leaving the reader questioning the truth behind Mrs. Sappleton’s husband and brothers’ disappearance.

They highlight the importance of social etiquette and the consequences of misjudging social situations.

They emphasize the theme of deception and the power of storytelling to manipulate perception.

They showcase the protagonist’s journey towards self-discovery and overcoming his anxieties.

But it’s not so straightforward. What exactly does this question mean by (pardon the repetition) “overall meaning”? What is the “overall meaning” of a text? I’m not sure. I know what the overall theme is. I know what the main idea of a text is. I can figure out what a specific, confusing passage means. And I can teach my students to do all these things. But the overall meaning of a text? According to Google’s AI explanation,

The overall meaning of a text is the main idea, or central idea, which is what the text is mostly about. The main idea is the point or message that the author presents and the reader takes from the text.

So it’s just main idea. Or central idea. Still, I hold that, considering how “meaning” is generally used, the question is confusing as hell.

Example 2

This question has two parts. Students are literally instructed, “First, answer Part A. Then, answer Part B.” But knowing middle schoolers’ reading habits, perhaps it’s best to maintain clarity:

Part A

Which character undergoes significant development in Passage 1?

Framton’s sister

Mrs. Sappleton

Vera

Framton Nuttel

Part B

How does the character development contribute to the overall meaning of Passage 1?

Mrs. Sappleton’s character development enriches the text by revealing her resilient and upbeat demeanor despite the lingering grief over her family’s tragedy, thus underscoring the theme of coping mechanisms in the face of loss.

Framton Nuttel’s character development adds depth to the narrative by showcasing his transformation from skepticism to terror, highlighting the impact of the tragic backstory on his psyche and reinforcing the theme of unexpected shocks in ordinary situations.

Vera’s character development serves to contrast her initial composed facade with her vulnerable moments, emphasizing the theme of appearances versus reality and suggesting the fragility of human emotions.

Framton’s sister’s character development provides context for Framton’s state of mind and his motivations for seeking refuge in the countryside, thereby deepening the reader’s understanding of his character and enhancing the exploration of themes related to mental health and escapism.

Again with the confusing use of “meaning.”

But in the end, it’s not even the confusing use of words. What is the point of these questions? What is the practical application?

I know there’s a practical application; I know there’s a point. I’m not dumb. But I am frustrated. I have some kids who can barely on a third-grade level, and I’m expected to get them to the point that they can not only make sense of such questions but also answer such questions.

It’s overwhelming.