Staff members at the Belin-Blank Center often recommend that bright students take an above-level test. The students with whom we work often do extremely well on grade-level tests taken in school. The grade-level tests don’t provide enough information about the extent of the students’ talents. To learn more about their capabilities, the students need to take a more challenging test, which is often an above-level test. For example, I-Excel and ACT help us to have a better understanding of a student’s aptitudes in math, science, English, and reading. I-Excel, which contains content typically offered to 8th graders, is offered to bright 4th-6th graders. ACT, usually taken by 11th and 12th graders, is given to bright 7th – 9th graders.
We have a few suggestions to offer to families and educators who would like to talk with their students about taking an above-level test.
- These bright students are used to getting everything, or almost everything, right on standardized tests they take in school. This testing experience will be different. We’re giving them a test that was designed for older students because we want to give them a challenge and to have a better understanding of their capabilities. We want to measure the extent of their aptitudes in math, science, English, and reading, so we can make recommendations about educational programs that might be appropriate for them. We want to know what they don’t know, so we can devise programming specific to what they are ready to learn.
- This test will be harder than most tests they have previously taken. We don’t expect them to get everything right. In fact, many students will not be able to finish the entire test. That is fine. What we want to do is to give the students a challenge.
- This is a low stakes test. By that, we mean that there are no negative consequences if a student doesn’t do well on the test. Students should feel proud of themselves for being invited to take this challenging test. Only some students are invited to do this.
- How parents and family members talk about testing matters. If you put a lot of emphasis on the test, your child will pick up on it and feel more anxious. It’s helpful if you’re a bit more relaxed about it and frame it as a learning opportunity. You might consider statements such as:
- “You’re taking this test so we can see what you are ready to learn;”
- “We want to give you a challenge;” and
- “We’re proud of you for trying this hard test.”
- Letting them know that some students approach it like a puzzle they want to solve, and many of the students tell us they had fun taking the test may also be helpful. We want students to do their best, but we also want them to know it is very common not to finish one or more sections of the test. It is likely they won’t know everything on the test. This is expected and okay.
- About a week before the test, it is helpful to look at the sample test or practice test to become familiar with the format of testing. There is no need for students to study for an above-level test.
- Our best advice for test preparation? Get a good night’s sleep the night before the test and eat breakfast. It may also be helpful to bring a healthy snack and a drink for break time during the test.
- Once the family receives the test scores and the score report, we recommend talking with the student in general terms about their performance on the test. We do not recommend sharing specific scores with them, since it’s easy for young students to misunderstand or misinterpret test scores.
Above-level testing provides an excellent opportunity for bright students. In just one or two hours of testing, we can learn important information about the student’s academic abilities, which allows us to make appropriate recommendations about the types of educational challenges that might benefit the student. Objective test results are useful for families and teachers to advocate for the student, develop a plan of study, differentiate curriculum, or make decisions about subject acceleration or grade-skipping.