How to Make State Tests a Natural Outcome of Daily Learning

State tests often feel like an interruption. One moment, students are deep into rich learning experiences; the next, everything slows down, replaced by review packets, practice tests, and a tension that fills the building. It feels as if the rhythm of learning stops, shifting into "test mode."

Imagine if it didn’t have to be this way. Instead of treating state assessments as a separate event, what if we saw them as natural checkpoints in a year filled with authentic, high-quality learning?

At EES Innovation, we believe that with intentional instruction, assessments blend seamlessly into the flow of the classroom. Tests stop feeling like something we "prepare for" and instead become a natural measure of the growth happening every day.

Throughout this blog, we’ll explore three powerful shifts that can help you embed assessment readiness into daily instruction without losing engagement, creativity, or depth. You’ll find strategies you can implement immediately, along with reflection points to evaluate where your system is already strong and where new possibilities could open.

Together, let's reimagine what testing season could look like.

Embedding Test-Aligned Skills into Everyday Learning

In too many classrooms, test preparation becomes a "season," a few frantic weeks in the spring when the energy of deep learning gives way to drill-and-practice routines. It’s an understandable impulse; after all, we want students to feel confident on state assessments. Even so, treating testing as a separate event sends a dangerous message: that regular classroom learning and success on assessments are somehow disconnected.

They shouldn't be.

State assessments are designed to measure the very skills students should already be developing through meaningful, everyday instruction. If we wait until just before testing season to expose students to test-aligned thinking, we end up creating two different experiences: “school learning” and “testing learning.” Stress only increases when students and teachers must navigate this artificial divide, making the transition into testing feel even more jarring.

Starting in the 2025-2026 school year, this challenge will become even more urgent. All students in grades 3 through 8 will take ILEARN checkpoints (many districts piloted in the 2024-25 school year), encountering testing not just at the end of the year but also across three separate windows spaced throughout the school year. We cannot afford to enter a test-prep frenzy four times a year, sacrificing valuable instructional time again and again. A sustainable approach is essential—one that keeps deep learning at the center while steadily building assessment readiness over time.

One of the most effective ways to eliminate the last-minute scramble is by embedding assessment readiness into daily instruction from the very beginning. That doesn’t mean flooding classrooms with practice tests or worksheets. Instead, it means using the kinds of thinking, language, and problem-solving that assessments require as natural parts of everyday learning.

Teachers can weave academic vocabulary into discussions and assignments regularly, helping students grow comfortable with the terms they will encounter on state tests. Lessons can prioritize deeper learning tasks, such as analyzing texts, justifying solutions, and synthesizing information, rather than focusing on surface-level memorization. When test-aligned structures are integrated organically into instruction, assessments feel less like a high-stakes event and more like a natural demonstration of student learning.

Small shifts in daily practice can lead to big impacts over time. Rather than setting aside weeks for "test review," teachers can design activities that mirror the cognitive work students will encounter on assessments. A weekly "Question of the Day," drawn from sample state test items, can serve as a quick warm-up. Still, the emphasis should remain on discussion and analysis, not just finding the right answer.

Other small changes matter too. Rethinking exit tickets to occasionally require written explanations or evidence-based multiple-choice reasoning gives students low-stakes practice in essential skills. Think-aloud strategies offer another powerful tool. When teachers model how to unpack complex questions aloud, students learn to "read like a test-taker" while continuing to engage authentically with the material. These adjustments do not diminish the richness of instruction; instead they elevate it, preparing students for both assessments and life beyond school.

For educators who want to dive deeper into this approach, Edutopia offers practical strategies for integrating assessment readiness into daily teaching without sacrificing engagement. Their article, “Interactive Strategies for Test Prep and Knowledge Transfer,”  "Integrating Test Prep into Everyday Teaching," provides excellent examples that show how thoughtful instructional design can make test preparation a natural, ongoing process instead of a stressful, separate event (Hargrave, 2023).

Take a moment to reflect: How often do your students encounter the kinds of thinking, tasks, and rigor they’ll see on state assessments during regular instruction, not just during review time?

Using Formative Assessments as Power Tools

State tests are not the enemy of great instruction. They serve as a magnifying glass, revealing whether daily learning experiences are truly moving students toward mastery.

Still, if we only gather performance data at the end of a unit, or worse, at the end of the year, we lose the opportunity to course-correct while it still matters. Formative assessments hold the real power, offering early, actionable feedback that allows teachers to adjust instruction long before small misunderstandings grow into major learning gaps.

Formative assessments are not just short quizzes or quick checks. They are intentional moments, built into instruction, that uncover how students are thinking. Whether through exit tickets, small group discussions, short writing tasks, or brief concept checks, these strategies offer real-time insight into student progress. Even more importantly, formative assessments help create a culture where feedback is normal, expected, and part of the everyday rhythm of learning. They are not a special event reserved only for grading periods.

At EES Innovation, we believe the best formative assessments are standards-based, laser-focused, and time-efficient. Through our Learning Elevation Framework (LEF), we help districts design 6-question Common Formative Assessments (CFAs) that align tightly to essential standards. Each CFA is designed to be completed in 15 minutes or less, targeting the precise skills students must master without overwhelming them with test fatigue. Rather than trying to assess everything at once, these CFAs zoom in on one critical learning goal. This approach gives teachers data they can use to drive instruction tomorrow, not weeks later.

Too often, schools fall into the trap of relying on long, summative assessments that reveal what students did not master, long after the opportunity for immediate instructional adjustment has passed. Frequent, short, and standards-based assessments, like those embedded within the LEF, provide immediate clarity. Teachers can quickly identify which students need reteaching, which concepts require more emphasis, and which students are ready for enrichment opportunities.

When schools shift from viewing assessment as an endpoint to treating it as a steering wheel, the way teachers respond to learning needs transforms. Instruction becomes dynamic, responsive, and tailored to actual student evidence rather than assumptions or pacing guides alone. By weaving formative assessments seamlessly into daily instruction, teachers also help build student confidence. Students begin to see that assessments are about growth and progress, not judgment.

If you want to learn more about how districts are designing 6-question CFAs that drive real instructional decisions, you can check out our blog series on the Learning Elevation Framework. It provides a deeper look at how being Firm on Ensuring Outcomes helps schools make assessment a natural part of the learning journey rather than a stressful event.

Take a moment to reflect: Is your classroom assessment system catching misunderstandings early enough to change student trajectories, or are you learning about gaps after it is too late to close them?

Building Calm, Confident Test-Takers Through Daily Practice

For many students, state testing is not just an academic challenge. It is also an emotional one. Anxiety, self-doubt, and fear can cloud even the best-prepared minds, making it difficult for students to demonstrate what they know.

Although some nervousness before a big test is normal, high levels of anxiety can significantly lower performance. When state testing is treated as a separate, high-stakes event, we inadvertently increase the pressure students feel, amplifying their anxiety rather than helping them overcome it.

The good news is that, for a lot of students, test anxiety can be avoidable.

Embedding test-like thinking, language, and tasks into everyday instruction removes much of the fear that stems from unfamiliarity. Students who regularly encounter rigorous questions, explain their reasoning, and manage timed activities throughout the year approach assessments with greater confidence. Testing no longer feels like a foreign experience. Instead, it becomes simply another opportunity for students to show what they have learned.

Helping students build emotional readiness must be just as intentional as building their academic skills.

Teachers can model simple, effective stress-reduction techniques, such as deep breathing before timed tasks or positive self-talk after a challenging question. Classrooms can normalize mistakes and celebrate growth, teaching students that assessments are a snapshot of progress rather than a final judgment of their worth. When a growth mindset culture takes root, and effort is valued as much as outcome, students learn to face challenges with resilience instead of fear.

Familiarizing students with the testing environment also matters. Without overemphasizing the test itself, educators can occasionally structure classroom activities to simulate testing conditions. Quiet, independent work sessions with limited prompting prepare students to focus on their own thinking. Those who have practiced working independently in a safe, supportive environment are far less likely to feel overwhelmed on test day. They know what to expect, and they trust their ability to navigate the experience successfully.

For practical strategies on helping students manage test anxiety effectively, Understood.org offers excellent guidance. Their three-part series: 9 Tips for Helping Grade-Schoolers Cope with Test Anxiety,  8 Tips to Help Middle-Schoolers Cope with Test Anxiety, and 5 Tips to Help High Schoolers Cope with Test Anxiety, provide actionable ideas for educators and families to support students' emotional well-being before and during assessments. Supporting emotional health is not an extra task; it is a critical part of preparing students for success on tests and in life beyond the classroom.

Take a moment to reflect: What systems, routines, and conversations are you using today to help students approach testing with calm, confidence, and resilience?

Conclusion

State testing does not have to feel like a separate, high-stakes event that disrupts the flow of learning. When teachers embed assessment-aligned skills into daily instruction, use formative assessments to guide their teaching, and intentionally build student confidence throughout the year, testing becomes a natural outcome of great instruction. Instead of scrambling for last-minute review sessions, they create classrooms where students are ready to demonstrate their learning because they have been preparing every day. 

If you are already practicing some of these strategies, take a moment to celebrate that progress. These efforts matter. They build a stronger foundation for your students' long-term success. If you see opportunities for growth, remember that small shifts, made consistently over time, can lead to transformative changes. Embedding assessment readiness into daily learning is not about working harder; it is about working more intentionally.

As you reflect, think about where your greatest opportunities might lie. Could it be increasing the use of formative assessments? Embedding more rigorous, test-aligned thinking into lessons? Or perhaps strengthening routines that help students feel calm and confident in challenging situations?

No matter where you choose to begin, the important thing is to start. Each move toward a more cohesive, aligned system not only prepares students for testing but also prepares them for the challenges they will face beyond the classroom.

In our next blog, we will explore how Project-Based Learning (PBL) can further transform student learning experiences and naturally build the skills needed for both academic success and lifelong application. Stay tuned as we continue building systems that truly elevate student learning.

References: 

Hargrave, M. (2023, April 11). Interactive Strategies for Test Prep and Knowledge Transfer. Edutopia. https://www.edutopia.org/article/interactive-test-prep-strategies/ 

Walters Wright, L. (n.d.). 9 tips for helping grade-schoolers with learning and thinking differences cope with test anxiety. Understood. https://www.understood.org/en/articles/9-tips-for-helping-grade-schoolers-with-learning-and-thinking-differences-cope-with-test-anxiety

Walters Wright, L. (n.d.). 8 tips to help middle-schoolers with learning and thinking differences cope with test anxiety. Understood. https://www.understood.org/en/articles/8-tips-for-helping-middle-schoolers-with-learning-and-thinking-differences-cope-with-test-anx

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Walters Wright, L. (n.d.). 5 tips to help high-schoolers cope with test anxiety. Understood. https://www.understood.org/en/articles/test-anxiety-tips-high-schoolers