All students at Odebolt-Arthur High School participate in yearly testing.  We utilize two standardized tests, the Iowa Tests of Educational Development (ITED) and Work Keys.  All 9th and 11th graders complete the ITEDs and the 10th and 12th graders complete the Work Keys assessment.

Each of these assessments is based on a different criteria. Students completing the ITED receive a composite score which is converted into a percentile rank.  This allows students to see how they compared in relation to all other students, in their grade level, who took the test in the same general time period.  In comparison, students completing the Work Keys assessment receive a numerical level of achievement.  This numerical score indicates how the student performed based on pre-established criteria.

In addition to simply reporting results, we have also established long range and annual goals for improving student achievement.  To view these goals, click here.

The majority of educators would probably agree that standardized tests, such as the two mentioned above, do not show "the big picture" when it comes to reporting student achievement.  This may be particularly true in Iowa since we do not use a comprehensive state-wide curriculum.  To address this issue, the Iowa Legislature passed H.F. 2272, which incorporated new accountability language into the Iowa Educational Standards and Accreditation Process.  As a result, schools are required to "demonstrate the use of multiple assessment measures in determining student achievement levels".

In some lengthy, and sometimes heated, discussions, we have reached general agreement that simply reporting a composite of students' letter grades will not be enough.  Therefore, we have taken a serious look at our current assessment practices and have started to identify ways that we can make student grading more reflective of their true level of achievement.  Specifically, we are focusing on the following:

• Curriculum-based assessment, including pre- and post-testing of specific benchmarks
• Increased use of rubrics to address traditionally subjective topics

Our first attempts at curriculum-based pre- and post-testing will be completed during the Spring 2000 semester.