Getting students ready for tests is an important aspect of teaching. The higher the stakes of the tests, like state and standardized tests, the more importance is put on teachers to get students ready. But not all test prep strategies are effective or equitable. Below you will find some evidence based best practice suggestions. Consider how you can incorporate these strategies and practices into your daily instruction, as opposed to cramming prep in just before a big test. Also take note of how Social Emotional Learning (SEL) strategies align with the areas of test prep outlined below.
For a concise overview of test prep and it's context in the classroom, see the literature review in this article.
To understand the science behind learning visit this site to review strategies and download teacher materials.
Li, H.,& Xiong, Y. (2018). The relationship between test preparation and state test performance: Evidence from the Measure of Effective Teaching (MET) project.Education Policy Analysis Archives, 26(64). http://dx.doi.org/10.14507/epaa.26.3530
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Prioritize practicing with one full-length exam in order to prepare students for the actual test experience. |
Overemphasize practicing portions of a test as this does not prepare students for the mental and physical demands of the actual test experience. |
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Incorporate test prep into year-long instruction.
This means consider incorporating the "Do's" in this list into your teaching throughout the year. |
Cram test prep just before testing. | |
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Align curriculum to standards and skills assessed in tests. |
Teach based on known previous test questions. |
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Prioritize literacy and vocabulary to help students understand any question, especially test questions. And do this in all content areas. |
Assume students will understand the test language. |
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Prioritize strategies to reduce stress and anxiety and self-regulate, especially in high stress/stakes environments like testing. Many places online, like college academic centers, have suggestions for reducing test anxiety, but very few give actionable strategies to manage anxiety/stress while it happens/testing. Students can use these strategies when they experience stress and anxiety during a test, or anytime. |
Assume students know strategies to regulate their stress and mitigate anxiety. |
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Explore stereotype threat and strategies to mitigate it. It looks like the strategies to reduce Stereotype Threat also build student confidence and address test anxiety. Therefore a good case can be made for prioritizing this area as it will enhance other areas listed here. |
Assume all students experience testing the same or that tests are equitable. |
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Prioritize building student confidence as much as curriculum instruction. |
Neglect SEL components that build student confidence. |