This paper examines how testing methods used in a small rural Oklahoma high school affect student preparation for college and career choices. Drawing on an interview with the school counselor and supporting sources, the paper reviews three key assessments: the PLAN test for sophomores, the PASS (Priority Academic Student Skills) exam, and End of Instruction tests administered after English II and U.S. History. The paper critiques weaknesses in these assessments—such as reliance on multiple-choice formats and inconsistent use of results—and describes the counselor's individualized approach to career development, including one-on-one advising, portfolio preparation, and connections to nearby vocational technology programs and colleges.
How do school testing methods affect students in their preparation for college or careers? The local school examined here has three different testing methods: PLAN for sophomores, PASS (Preliminary Assessment for SAT exams), and End of Instruction tests administered after English II and U.S. History. The types of career development programs available are limited because the school is small and rural.
The school counselor states that testing in Oklahoma is not everything he wishes it were, and that the school does not have specific formal programs. However, he meets one-on-one with every senior and affirms that the school takes seriously its role in helping students make wise decisions about the college or career goals they choose.
The school is serious in its intention to develop high-quality standards for students. As noted by the National Commission for Teaching and America's Future, "In 1999, the Priority Academic Student Skills curriculum (PASS), originally established in 1993, was revised to clarify and provide more specific content guidelines" (NCTAF 2). This allows for differentiated levels of performance in writing, reading, and mathematics. In some states, including Oklahoma, a student who does not perform adequately on the PASS assessment may be unable to obtain a driver's license. Specifically, Oklahoma requires that students demonstrate proficiency on a reading comprehension test administered in the eighth grade as a condition for licensure.
The PLAN test is required for sophomores. It helps students identify what they need to study in order to work toward the goal of attending college or a vocational technology school. This test is particularly important because many colleges require high scores on SAT examinations.
The End of Instruction tests are administered after students complete English II and U.S. History. The counselor noted that he did not understand why this test is mandatory, since there are no consequences if students fail it. He characterized the test as a waste of time for both students and administrators, arguing that failing students should be required to repeat the relevant courses — or that the test should not be given at all. In his view, required tests should carry meaningful consequences.
One significant problem in Oklahoma is that the assessment program "needs many major improvements and perhaps a complete overhaul" (FairTest, 2002). One area of concern is the reliance on multiple-choice questions in the PASS. This format allows students to guess, and some students are skilled guessers — yet this does not accurately reflect how well they will perform in college. The counselor expressed concern that many students will find college life far more demanding than they expect.
Another concern raised by the counselor is that many students do not recognize the importance of their GPA until their junior or senior year, at which point it is difficult to raise. He suggested that more rigorous achievement testing might impress upon students the value of consistent academic effort. Students who are not serious in high school will struggle to succeed in college and may be unable to secure the financial aid they need.
The counselor also expressed a need for a more comprehensive student assessment system. He referenced the National Commission for Teaching and America's Future (NCTAF) handbook, which outlines how test results should be used:
The problem, as the counselor sees it, is that most schools do not follow through on test results. The results are largely ignored and not used as they should be. The current system allows for equity among schools but not adequacy of outcomes.
As the Oklahoma Department of Career and Technology Education has stated, "In today's economy, the single biggest competitive advantage you can have is a highly skilled workforce" (okcareertech). The counselor consistently encourages students to begin thinking about becoming part of that competitive workforce, emphasizing that education is vital to that goal.
"One-on-one advising and college outreach described"
"Questionnaires, portfolios, and career exploration tools"
The counselor states that the school wants to help every student make the best choice when it comes to planning for their careers. While the school's testing methods and formal career programs have notable limitations — particularly in how assessment results are used and what consequences follow from them — the counselor's individualized, proactive approach provides students with meaningful guidance as they prepare for life after graduation.
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