Testing Season: More Than Just a Test
DR. CHRISTOPHER S. CULVERIt’s that time of year again—testing season is upon us. Whether you’re in Oklahoma, North Carolina, or anywhere in between, the stretch between March and May marks the time when schools across the country begin to administer state assessments, national exams, and even college entrance tests. For many educators and students, this period can be a source of both stress and anticipation. However, the truth about standardized testing is more nuanced than simply a test score—it is a snapshot of a student's abilities at one moment in time. This moment is not a perfect reflection of a student’s overall potential or knowledge. With this in mind, we, as educators, have a significant opportunity and responsibility to pour hope and belief into our students during this critical season.
Understanding Testing and Its Limitations
The purpose of testing is often twofold. On one hand, it provides educators with a means of assessing student progress and identifying areas where further instruction may be needed. On the other hand, testing can also serve as a metric for school accountability, informing policies and decisions that affect educational outcomes on a broader scale (Nichols & Berliner, 2007). However, while these tests are intended to measure knowledge, they often fail to reflect the full range of a student's learning capabilities and potential. Tests, by nature, capture a single moment in time, which can be influenced by external factors such as stress, health, or a lack of sleep.
Research shows that standardized assessments often fail to account for the complexity of learning. For example, a student's performance on a test may not accurately capture their knowledge due to test anxiety, distractions, or other environmental factors that can impair performance (Pulfrey, Darnon, & Butera, 2013). Additionally, these assessments may not fully measure skills such as creativity, critical thinking, or emotional intelligence—skills that are essential to success in life and in the workplace (Saavedra & Opfer, 2012).
Thus, while testing can provide valuable information, it should not be the sole determinant of a student's worth or abilities. The real challenge lies in preparing students for the test—not just academically, but emotionally and mentally. Test preparation should go beyond content review; it should also focus on fostering resilience, positive self-talk, and confidence.
The Power of Encouragement: Fostering a Positive Mindset
Oftentimes, the real challenge students face when approaching a test is not their ability to recall information but their mindset. A positive internal voice and the right strategies can make all the difference. Research on growth mindset—popularized by psychologist Carol Dweck—demonstrates the importance of fostering a belief in the ability to improve and succeed through effort and perseverance (Dweck, 2006). For students, this mindset is critical, as it helps them navigate challenging questions, cope with setbacks, and continue moving forward even when the going gets tough.
As educators, we are in a unique position to help cultivate this mindset in our students. Through the words we speak, the encouragement we offer, and the belief we demonstrate in their abilities, we can help students develop the resilience they need to succeed. The key is not just focusing on the content, but on nurturing a sense of self-worth and self-efficacy.
In addition to offering words of encouragement, it is helpful to provide students with strategies to manage test anxiety and stress. This might include teaching relaxation techniques, such as deep breathing or visualization, which have been shown to reduce stress and improve test performance (Putwain, 2007). Additionally, affirmations and chants—simple phrases like “I can do hard things” or “Yes, I can”—can serve as powerful tools for boosting a student’s confidence and motivation (Bandura, 1997). These strategies not only help students perform better on tests, but they also teach them valuable life skills in perseverance and self-empowerment.
The Importance of Consistent Support
While offering words of encouragement during testing season is important, this kind of support cannot be reserved solely for the days leading up to the test. As educators, we need to ensure that our students hear messages of encouragement, support, and belief in their abilities long before the test. This consistency builds the trust and confidence that students need to feel psychologically safe and supported.
Research suggests that when students feel supported and safe in their learning environment, they are more likely to engage in their studies and take risks in their learning (Wentzel, 2010). This sense of safety and belonging is critical for fostering an environment where students feel empowered to perform to the best of their abilities, not just on test day, but every day.
In my own experience as a high school teacher, I saw firsthand how the power of consistent encouragement can impact student outcomes. During the time when Oklahoma’s End of Instruction (EOI) exams were required for graduation, many of my students were not on track to graduate and had not yet mastered key academic standards. Despite this, I encouraged them every step of the way, recognizing their progress and celebrating their growth.
Leading up to the assessments, I invited all of my students into my classroom, made breakfast for them, and handed each of them a card with words of encouragement. These cards, which they were instructed to carry with them on test day, contained personalized messages that reminded them of their value and their ability to succeed. It wasn’t about the content of the test, but about empowering them with the belief that they were capable of doing hard things.
The results were remarkable. Not only did 90% of my students pass the state assessments, but many of them scored higher than they or I had anticipated. While I cannot credit their success to a single moment or gesture, I firmly believe that the consistent support and encouragement they received throughout the year laid the foundation for their success. It was the belief in themselves—and the belief I had in them—that made all the difference.
The Science Behind Belief and Motivation
The connection between encouragement, belief, and academic performance is supported by extensive research in educational psychology. According to self-determination theory (Deci & Ryan, 2000), motivation is strongly influenced by three basic psychological needs: autonomy, competence, and relatedness. When students feel that they have control over their learning, that they are capable of succeeding, and that they are supported by others, they are more likely to engage in learning and perform well on assessments.
One of the most powerful ways to meet these needs is through verbal encouragement and affirmation. Bandura (1997) argues that self-efficacy—the belief in one's ability to succeed in specific situations—is a key determinant of performance. When students hear affirmations and messages of belief, they internalize these messages and begin to believe in their own capabilities. This, in turn, boosts their motivation and improves their performance.
Moreover, the power of positive reinforcement extends beyond the academic sphere. Research shows that students who feel supported and valued by their teachers are more likely to engage in school and exhibit greater academic achievement (Wentzel, 2010). Encouragement helps foster a sense of belonging and encourages students to take risks in their learning. This is particularly important during testing season, when students may feel overwhelmed by the pressure to perform.
The Ripple Effect of Encouragement
The impact of encouragement extends far beyond the immediate results of a test. When we take the time to show our students that we believe in them, we create a ripple effect that can last a lifetime. The lessons they learn about resilience, perseverance, and self-belief are lessons they carry with them long after the test is over.
By creating a culture of encouragement and support, we not only help our students succeed in the short term, but we also prepare them for the challenges they will face in the future. The ability to cope with setbacks, embrace challenges, and continue striving toward goals is essential for success in any area of life. As educators, we have the privilege and responsibility to instill these qualities in our students—especially during testing season.
The Role of Educators in Shaping Success
As we enter testing season, it is essential that we remember that the value of a student is not defined by a single test score. Rather, the true measure of a student’s potential lies in their ability to grow, learn, and persevere—traits that we, as educators, have the power to foster. By providing students with the encouragement, support, and belief they need to succeed, we can help them approach testing with confidence and resilience.
So, as we gear up for testing season, let’s remember that it’s more than just about content. It’s about nurturing the mindsets and attitudes that will enable our students to thrive—not just on test day, but in life. Let’s continue to show up for our students, offering words of encouragement and affirmations that remind them of their worth and their potential. Together, we can help them navigate the challenges of testing season and beyond with confidence, resilience, and hope.
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References
Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Nichols, S. L., & Berliner, D. C. (2007). Collateral damage: How high-stakes testing corrupts American education. Harvard Education Press.
Pulfrey, C., Darnon, C., & Butera, F. (2013). Effects of test anxiety and goal framing on the test performance of academically successful students. Learning and Instruction, 26, 77-85.
Putwain, D. W. (2007). Test anxiety in UK schoolchildren: The role of gender, age, and academic achievement. British Journal of Educational Psychology, 77(2), 479-494.
Saavedra, A. R., & Opfer, V. D. (2012). Teaching and learning 21st century skills: Lessons from the learning sciences. International Academy of Education.
Wentzel, K. R. (2010). Students’ relationships with teachers as motivation contexts. Handbook of Motivation at School, 201-220.