SACs may not be the greatest problem with VCE mathematics, but they’re right up there. SACs are torture for teachers and torture for students. They teach nothing. As assessment, they are unnecessary, unreliable and phenomenally inefficient. They are a license for VCAA’s unaswerable auditors applying Kafkaesque rules to act either as favour-givers or as little Hitlers, as the mood takes them. These problems are currently amplified to eleven by VCAA’s “We’ll give you some kind of guidance in, oh, a little while” plan for the plague year.
For all of the awfulness of the above, that’s not the worst of it. The worst is that the majority of SACs are monumentally stupid. Literally. A SAC has the imposing presence of a monument, its towering stupidity casting a shadow over everything.
How are SACs so bad? Many contain errors, often subtle although too often not, but, as irritating as that is, that is not the main problem. The main problem is that they are mathematical nonsense. Typically they will present the student with a ridiculous model of a contrived problem, which is then all redone in greater, brain-bludgeoning generality by throwing in a needless parameter in a randomly chosen location. All of this is undertaken, of course, in the nihilistic world of CAS. Finally, somewhere near the end, the poor beleaguered student, who by this stage just wants to escape with their life, will be required to “comment on the model”, to which the usual response is “It’s really nice, please let me go” and to which the only reasonable response is “It’s fucking insane”.
How do we know SACs are this bad? Because we see them. We see the commercial SACs, and the sample SACs, and the past SACs, and the current SACs. Are they all as bad as we suggest? No, of course not. Specialist SACs are typically nowhere near as bad as Methods SACs, and even many Methods SACs will fall short of truly idiotic torture, rising only to the level of being dumb and painful. Then there are the rare few SACs we see that are good, resulting in an exchange:
“This actually makes sense. Who’s your teacher?”
“Oh, it’s Mr. ….”
So, yes, the quality and worth of SACs varies widely, but the average is squarely in the neighbourhood of monumental, tortuous stupidity. Which bring us to the “why”. Why are SACs in general so awful? There are two reasons.
The first and fundamental reason is the VCAA and their view of what they imagine is a curriculum. VCE mathematics subjects are so shallow and so lacking in a foundation of solid reason, that almost any attempt at depth and substance in a SAC is destined to be farce. The VCAA has replaced foundation and depth with CAS, which reaches peak awfulness in SACs. The VCAA promotes the fantasy that CAS magically transforms students into mathematical explorers, clever little Lewises and Clarks skilfully navigating the conceptual wilderness. The reality, of course, is much less Lewis and Clark than it is Burke and Wills. To top it off, SACs must follow guidelines that Terry Gilliam would be proud of, giving us Burke and Wills’ Bogus Brazilian Journey. Or, just Eraserhead. Something like that.
The second reason is the teachers. Sort of. Even if the subjects were coherent, even if they were unpoisoned by CAS and were unconstrained by vague and ridiculous conditions, even then writing a good SAC would be a very difficult and massively time-consuming task. Most teachers just don’t have the mathematical background, or the literary skill, to write a coherent, correct and mathematically rich SAC; many cannot even recognise one. And, that’s writing a good SAC for this imaginary good subject; writing a good SAC for these fundamentally flawed subjects with their ridiculous constraints is close to impossible, even for a strong teacher. And which teachers, particularly weaker teachers, have the time to compose such a good SAC? Why bother trying? And so, with the greatest common sense, most teachers do not. Most teachers stick to the audit-proof and meaningless formulaic SAC bullshit that the VCAA expects and effectively demands.
The VCAA’s SAC system is a crime against mathematical humanity.
We received the following from a student acquaintance (who hadn’t read this post):
Hi Marty, given the upcoming math SACs approaching soon, the pressure is on to practice and practice. Attached below is last year’s Methods SAC1 (Unit 3/4) for [the student’s school]. I remember many talented friends of mine who were stumped, and didn’t do very well on this SAC. Personally, I thought this SAC was horrifying. In contrast to Specialist, (I actually quite enjoy Specialist!), Methods seems to be a huge prick because of frustrating, ambiguous SACs containing questions seemingly cooked from the pits of hell itself. Are these sort of SACs common across the state?
The student is, of course, correct. The SAC, which comes from a highly respected school, is a nightmare in all of the ways canvassed above. From start to end it is idiotic CAS-driven pseudo-modelling, complete with Magritte nonsense and a pointlessly prissy grading scheme. And, yes, the SAC contains an error.
Of course we won’t reveal the school, much less any teachers involved, which means that we are also unable to critique the SAC in detail. But that is one of the insidious aspects of the SAC system; an entirely proper concern for privacy means that SAC nonsense, although endemic, fails to be exposed to the public critique that is so very much needed.