Whether you love standardized testing season or despise it — or, more likely, if you fall somewhere between these extremes — it’s a reality of education at all levels. Although standardized testing occurs throughout the year depending on the grade level and type of testing, the large chunk of it transpires from late-March through the month of May.
Because planning for standardized testing is incumbent upon all stakeholders involved — administrators, teachers, support staff, parents/guardians, and students — the time to plan for these impending assessments is sooner rather than later.
So, what’s most important to accomplish in these months prior to standardized testing?
Discern what has changed.
Especially since 2020, much has changed about standardized testing, from when, to what, to why? Although principals and testing administrators are the first to know about testing dates and subject matter overhauls, knowing what’s different from “what it’s always been” benefits all constituents.
For example, the ACT has changed a great deal this past year. Online April 2025 test takers will be the first to experience the updated changes, which include a shorter format and an optional science section. Additionally, for those closing in on college readiness, many universities have made testing optional (and, of course, some of those universities are already back to requiring standardized tests again).
Additional across-the-board, more general revisions to testing exist. One broad change is focusing more on skills such as critical thinking, problem-solving, and collaboration, in addition to or in lieu of traditional, knowledge-based assessments. Further shifts include technology integration, social-emotional learning, reduced frequency, bias reduction, streamlined content, data usage, and greater flexibility in general.
The main concern here is that you and your school are aware of any changes to the process of standardized testing as a whole and in its parts so that you can prepare for them well in advance of testing week.
Review student data. (Again!)
Part of any new school year or semester is pre-assessing students to discern their strengths and weaknesses. Why? To address these needs throughout the year, tailoring your instruction for the group and the individuals. In theory, you and your team have been targeting lessons and seeing gradual improvements in achievements as evidenced by student data.
In reality, however, maybe the data-documenting journey hasn’t been picture perfect. In fact, you may not have even looked at your students’ data since the first week of school.
Now is the time to go back through those digital or tactile records and notice patterns of achievement and areas to improve, especially if they are occurring with the majority of students. Better yet, you’ve documented your target areas from the beginning of your instructional time and have more recent data to use. If your students are struggling with simple equations or semicolon usage, for example, you know you need to reinforce those skills.
Although this strategy of reviewing data seems almost too simplistic, it’s often overlooked with the process of pressing forward — rather than taking a few steps back. After all, there’s a reason why driving instructors stress checking those rearview mirrors rather than constantly staring at what’s in front of you through the windshield.
Learn (and teach!) the test language.
Standardized testing language is much different from the instructional language most educators use in the classroom; therefore, students must be familiar with it.
Obtain practice tests as early as possible, and go through the instructional, “read aloud” and “read to self” sections of the exam. Getting accustomed to testing lingo is important not just for you but for students of all ages and ability levels. Make lists of testing terms, and have students use them in some engaging manner, whether that be making a game, a project, or a competition with the language.
I remember one year during testing when one of my brightest students raised his hand. As I approached his desk, he asked me a question that still gives me chills: “Miss, what does ‘omit’ mean?” Obviously, by law we were not allowed to help students in any way, including defining any terms in the instructions. I implore you, teach your students what the word “omit” — or any other possible word in the testing language students might not know — in order to improve their chances for success.
Communicate with students and parents/guardians.
Communication is the key to every successful relationship, and all educators desire a fruitful and positive connection with our students and families.
It doesn’t take much teaching experience to realize that unclear information — or, more importantly, lack of information — can manifest into misunderstanding, rumors, and gossip run rampant in a hurry. Be proactive in communicating the steps you and your students are making in preparation for standardized testing season, no matter how small or redundant these steps may seem. Backlash over standardized testing has progressed exponentially in recent years, and you want parents and students to know how and especially why you are taking the steps you’re taking: to ensure their student’s success and growth.
While early planning for standardized testing may be at the bottom of your “want to do” list right now, taking the time to view this season as a challenge to conquer rather than a self-fulfilling prophecy of disaster deserves the effort.
You may never feel totally ready for those end-of-year tests, but the internal confidence boost you’ll get from early planning will infuse your environment. If your students see a confident, calm leader rather than a stressed-out, hyper-caffeinated train wreck, everyone will prosper in this season.