As we place more and more emphasis on computerized algorithms and Big Data to help us make Big Decisions, one question lingers: Where does common sense fit in?

The Hartford Courant’s Kathleen Megan recently reported that “new research shows that high school grades — not standardized tests — are a much better predictor of college performance” for current high school juniors.

William C. Hiss, the principal investigator of the study, explains that good grades come from “long-term discipline, attention to detail, and doing your homework” — precisely the qualities needed for success in college.

As one of my colleagues quipped after reading Megan’s article, “I am completely surprised . . . said no teacher, ever.”

Put another way, isn’t this simply old-fashioned common sense?

Maybe so, but the current craving for more standardized testing in public education indicates a definitive lack of common sense.

The federal No Child Left Behind Act of 2001 initiated this frenzy by requiring annual tests of all students in grades 3 through 8, and once in high school. Individual states were left to choose how to test their students.

By 2010, the future of standardized testing in schools became more complex through President Obama’s “Race to the Top” program in concert with the new Common Core State Standards.

“These new tests will be an absolute game-changer in public education,” said Secretary of Education Arne Duncan at the time. “They’ll be better, smarter assessments — the kind of tests our teachers want and our students need.”

Indeed, these “better, smarter assessments” are not your run-of-the-mill “bubble tests.” Instead, they are “adaptive tests” that automatically change as a test taker provides answers.

“Computer-adaptive assessments,” explains an Education Week article, “rely on complex algorithms to feed students questions targeted to their individual skill levels based on their prior responses. The more questions a student gets right, the harder the subsequent questions will be.”

Scheduled for official implementation by 2015, these adaptive tests sound much more individualized than the traditional standardized assessments. What could be so bad about that?

Ask the folks in Indiana, Kentucky, Minnesota, and Oklahoma. Their initial foray last year into these new tests was hardly reassuring.

“Thousands of students experienced slow loading times of test questions, students were closed out of testing in mid-answer, and some were unable to log in to the tests,” according to another Education Week piece. “Hundreds, if not thousands, of tests may be invalidated.”

Moreover, one school official in Oklahoma termed the testing problems as “absolutely horrible, in terms of kids being anxious. It was heartbreaking to watch them. Some of them were almost in tears.”

Thankfully, states have another year to get the situation straightened out. In Connecticut, students this spring will be taking a field test — a “test of the test” — to help work out the kinks.

“The Field Test is a trial run of the assessment system that helps ensure the assessments are valid, reliable, and fair for all students,” according to the Smarter Balanced Assessment Consortium (SBAC), the organization behind Common Core-aligned tests in 22 states.

“It also gives teachers and schools a chance to gauge their readiness in advance of the first operational assessment in spring 2015. Students in grades 3 through 8 and 11 — along with a small sample of students in grades 9 and 10 — will participate in the Field Test.”

For my school, that means three weeks of testing this spring — one each for 9th, 10th, and 11th graders — the results of which will be shared with neither the students nor the school. This spring’s test, after all, is testing the test, not the students.

College-bound juniors, no doubt, are thankful that their scores will count when they take the SAT around the same time they serve as guinea pigs for SBAC. You remember the SAT? It’s that other standardized test which research shows is a poor indicator of college performance.

Perhaps by next year, the algorithmically-enriched SBAC test will tell us if kids are — as the Common Core people would say — “college- and career-ready.”

Makes perfect sense to me — just not common sense.

Barth Keck is an English teacher and assistant football coach who also teaches courses in journalism and media literacy at Haddam-Killingworth High School. .

Barth Keck

Barth Keck is in his 30th year as an English teacher and 15th year as an assistant football coach at Haddam-Killingworth High School where he teaches courses in journalism, media literacy, and AP English Language & Composition.