4 Test-Taking Strategies That Help Students Show What They Know

The same thing was happening over and over: I taught using research-based, high-yield teaching strategies. I knew my content. My students knew this material too. I could ask them rigorous questions verbally, and they were able to answer me correctly every time. Yet, my students’ standardized test scores were well below average. How could they score so low but be so knowledgeable? Why were my students missing questions they knew the answers to?

Over the last few years, I’ve analyzed what it takes to become a good test-taker. I’ve looked at my own testing experiences, researched new strategies, and tried to figure out how to apply those strategies to assessments today, which are mostly timed and computerized. After each assessment, I would sit down with my students and note all of the reasons they answered incorrectly.

To my surprise, I found that the most common reasons for missing questions weren’t really about subject knowledge. Instead, it came down to a lack of critical thinking and test-taking strategies—misreading the question, overthinking or second-guessing, misinterpreting answer choices, lack of test-specific vocabulary, rushing through the test, misaligning the question and answer.

In response, I developed the following four strategies to not only help my students improve their test performance, but also help them build their critical thinking skills beyond just a testing environment.

Strategy 1: COVER THE ANSWER CHOICES

How to do it: Instruct students to cover the answer choices. This can be done by using a sticky note, their hand, or a notebook, or zooming in on their Chromebook so that only the question is in focus. Then, have students write down their own answer based on the question. If there is a visual, such as a chart or graph, students should analyze it and write a one-sentence description before moving on. Finally, have them uncover the answer choices and match their response to the correct answer.

Imagine being a kid again: You’ve got this tough question, followed by a ton of information that looks right at first glance. It’s just too much. Utilizing this strategy teaches students how to focus on the question and actively recall information. I tell my students they need to take control of the question. When they block out all of that extra information—the answer choices—they’re able to really focus on and look for what they knew all along was the right answer. Over time, students can wean themselves off of writing down their thinking by just focusing on the question, taking a mental moment to think of the correct answer, and matching their initial thoughts with an answer.

Strategy 2: HIGHLIGHT KEYWORDS

How to do it: Have students use onscreen tools to underline or highlight key terms. If they prefer to write, they can jot down the important words from the question on scratch paper. Encourage them to rewrite the question in simpler terms.

I remember learning this strategy back when I was in elementary school many years ago. We had printed texts and questions, and I would go through and use an actual highlighter to highlight the key words. This tried-and-true strategy emphasizes crucial information and reduces the need to reread a question or passage. In 2024, a study showed that when key terms are highlighted correctly, students are more successful at comprehending information. Remind students not to highlight everything. You can model this skill for the entire class and then allow students time to practice finding only the most important information independently.

Strategy 3: ELIMINATE WRONG ANSWERS

How to do it: Cross out obviously wrong answers. Focus on the remaining options and justify the correct one.

This might feel instinctive to most adults, but young minds can easily become overwhelmed and struggle to process all the information. Our students often don’t know how to do this correctly unless they are explicitly taught. Through my work with the Texas Education Agency on analyzing assessments, I’ve seen how multiple-choice and multiple-select questions are intentionally designed with answer choices that are close to the correct one but slightly off or even contain correct information that answers a different question. These are called distractors. When we teach students to eliminate these incorrect answers, it helps them narrow their focus and apply their critical thinking skills more effectively.

Strategy 4: USE ACADEMIC TESTING VOCABULARY DAILY

How to teach it: Integrate test-related words into daily lessons and discussions. Utilize Total Physical Response (TPR) by incorporating visual hand motions with vocabulary words. Create visuals like word walls or anchor charts.

One key realization I had was that my fifth graders often misunderstood questions that seemed simple to me, especially when common testing words like “advantage” or “decrease” were involved. To tackle this, I introduce common key terms throughout the year and pair them with a visual signal, like a thumbs-up or a thumbs-down, for each word and its counterpart. When students hear or use these terms, they make the signal, which reinforces the word with a visual representation of its meaning.

In our classroom, students incorporate motions for all units, aiming to connect each motion to the concept being studied. For example, when we explore conductors of electricity and heat, students move their hands back and forth, similar to a music conductor. This motion represents how conductors in the science classroom allow energy to flow in and out through a medium. Research shows that TPR is a proven strategy for improving long-term memory retention. Students also benefit from word walls or anchor charts for the same reason—the visuals help create more connections in their minds.

After each assessment, I recommend sitting down with students to determine if they’re struggling with the skill itself or simply misinterpreting a question due to unfamiliar academic vocabulary. Ask them, “Before we get started, can you write down or tell me what this word means?” You’d be surprised how often clarifying these small misconceptions can significantly boost student success.

Using these strategies, my students have consistently outperformed campus, district, and state averages—but more important, they no longer fear assessments. Instead, they look forward to their chance to show off their hard work and take pride in their own academic growth.