Rookie Assessment Mistakes (Story time)

Heyyy SuperTeachers,

Whether it’s state testing season or the classroom assessments you administer throughout the year, students finishing early is inevitable. But instead of scrambling for ways to keep them occupied or making the mistake of designing assessments that fill up time rather than measure understanding (been there, done that), let’s take a more intentional approach.

Quantity Over Quality: Less Is More

Early in my career, I designated Fridays as assessment days, convinced that a test should take the ENTIRE 80-minute block (stop judging me). I handed out dense packets, required students to explain and transfer their answers to lined paper for easy grading, and, if they dared finish early, I threatened them with more work. (I feel you judging me.)

Judement

Then, in an attempt to lighten my grading load, I had students swap papers and grade each other’s work.

I even had a system:

✅ Check marks for correct answers

⭕ Circles around incorrect ones

❌ No red pens (we’re not monsters!)

But you know what was missing? My analysis.

By outsourcing the grading (to my students), I was missing key data: misconceptions, patterns of misunderstanding, and the nuances between careless mistakes and true gaps in knowledge. So I changed my approach.

Instead of lengthy assessments designed to “fill time,” I started using:

• Exit Tickets, 2-3 short-answer questions

• Quizzes, 5-7 mixed-format questions)

• End-of-unit assessments, no more than 10 questions, with varied rigor

Pro tip: The best assessment questions are already in your assigned curriculum and released state test items are readily available via your state education website. These resources are designed for rigor and alignment, no need to reinvent the wheel.

A Hostile Testing Environment Helps No One

If your students see assessments as a punishment rather than an opportunity to demonstrate learning, you’ll get data that reflects their frustration more than their understanding. Some students disengage quietly (blank answers, random patterns on multiple-choice), while others protest creatively (snarky responses, absurd logic).

This is still data. And it tells us something valuable.

A strong assessment culture shifts the focus to:

• Showing what they know

• Celebrating growth

• Using assessments as a tool, not a trap

You don’t have control over how state tests are designed, but you do have control over how students experience assessments in your classroom. And here’s the key, students should be so familiar with rigorous, aligned questions throughout the year that by the time state testing rolls around, it’s just another opportunity to shine.

What to Do When Students Finish Early

Since we’re expecting most students to do well (because of course we are—you’ve taught them, you’ve assessed them, and you know where they stand), we also need to prepare for when they finish.

Here’s what I recommend:

• MadLibs (for math sessions, not ELA)

• Mandala coloring pages

• Independent reading

• Blank paper for writing or drawing

What not to do:

🚫 Allow naps (unexpected medical situations can occur—let’s not take that risk)

🚫 Assign extra work (testing is mentally exhausting; let them reset)

Proactive Prep: Before testing season, set the expectation that students will:

1. Review each question before submitting their test

2. Transition silently and quickly to their independent activity

And no, starting this routine during state testing season isn’t ideal—but trust me, it will still be more effective than you think.

Want to go deeper? Assessment best practices will be broken down inside the 1-year virtual residency for K-12 teachers, launching in August. There’s also exclusive content on this topic (and so much more!) available to members of the Collective community.

If you’re ready to shift your approach to assessments and set your students up for success! Let's chat.

~ the Academy