As schools move to online state assessments, students need more than traditional test-taking strategies. They need computer-based testing skills. While classic tips like “check your work” and “take your time” still matter, they look very different on a screen. In this post, you’ll find simple, effective computer-based testing strategies for elementary students that help them navigate digital tools, manage pacing, and avoid common mistakes during online testing.
We’ve all seen the classic end-of-year testing tips…
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✔ Read carefully
✔ Check your work
✔ Take your time
But here’s the thing…
Most of those test-taking tips were designed for paper-and-pencil tests.
And my third-grade students?
They’re testing on screens.
That changes a lot about testing-day prep!
So, today, I am sharing 7 simple strategies that will actually help your students succeed in computer-based testing.
1. Teach them how to use the tools before test day
One of the biggest issues with testing on the computer?
The actual test format and tools.
For us, our students take their classroom unit assessments the old-fashioned way- paper and pencil. But then, we switch gears for state testing (which, here in Florida, happens three times a year!)
The issue? Those test taking strategies like highlighting and crossing off wrong answers are a lot trickier when your text or questions are online!
So, the biggest strategy you can teach for computer-based testing?
Teaching students how to actually use the computer-based testing format and tools.
Highlight, eliminate answer choices, zoom, scroll…
Don’t assume they know how to access and use these tools! Take time to show them. This is easier said than done, but I suggest starting on your state testing website and seeing if there are sample platforms you can explore and share beforehand.
Some big ones I’ve noticed my students need more practice with on our FAST ASSESSMENT?
- Scrolling to the bottom of the text
- Toggling between passages
- Pushing away the questions so they can read
- Pulling the questions back so they can answer them
- Using the strike-through tool
Bottom line? Take a day or three and work through how to use the actual testing interface properly. And just like highlighting on paper… too much can be a good thing, so be sure to model as you go!
2. Teaching Students the Art of “Scrolling all the way down.”
Speaking of “Scrolling all the way down…. ”
So many of my students miss parts of the passage or questions because they don’t scroll. It often comes with a hand raised and a look of confusion…
“Mrs. Langton, it says that I need to use Passages 1 and 2, but I don’t see the second passage.”
or
“It says I can’t move on without answering all the questions, but I did!”
Now we are 100% not allowed to look at the test… so I often ask back? Are you sure… maybe check again.
So tip number 2…?
Train them to always spot check: “Did I see ALL of it?”
Review how to check over everything and discuss where things are hiding (ie, another passage hidden behind the first, a Part B question hidden at the bottom of the page they didn’t see)
Taking the time to familiarize students with the testing format and tools helps free up cognitive energy to focus on answering questions rather than on how to answer them.
Teaching students how to navigate the testing platform also helps them feel confident.
And feeling confident is exactly how we want our students to feel on testing day!
We want them to open up that first passage or look at that first question and think…
“Ok… I GOT THIS!”
3. How to Use the Process of Elimination Digitally
Oh, the classic, crossing off the wrong answers strategy. Honestly, this is such a classic that I remember using it as a student back in the 1900s. ☠️
And it’s a pretty easy strategy to implement on paper and pencil.
Online? Not so much.
If your testing platform has a strikethrough tool, be sure to show students how to find it and use it. Also, show how to undo it.
But what if your platform doesn’t have that handy-dandy strikethrough tool? Well… two suggestions:
- 1: The internal dialogue: As they read the answer options, have students think “yes” or “no” as they go. Sometimes I even have students use their fingers to “hold space” for the answer options. Each finger represents an option; put it down if it’s the wrong answer, keep it up if it’s right. This is especially helpful for students who need more tactile options.
- 2: Use scratch paper. An easy strategy is to write the bubble options on paper and strike through the wrong answers.
Teaching Students How to Pace Online
Back in the olden days, students could easily see how much testing they still had to get through. A quick glance at the number of pages told them how their pacing was going. Online testing is a little bit more nuanced.
On a screen, it’s hard to see how much of the test they still have left to complete.
So, teach students how to check their progress using their progress bar or by comparing it to their question numbers.
I also like to add in other pacing suggestions, like:
- Take a small self-break after completing a passage set. This could mean looking away from the screen, taking a sip of water, or stretching their arms/legs in their seat.
- After completing 10 questions, take a moment to rest your brain. Look away from the screen, get a drink, or use the bathroom.
5. Flag & Come Back (on purpose)
A big issue with online testing? The ability to just sort of click around.
And clicking around randomly = wasted time/mental energy/possibly inaccurate scoring.
Old school paper/pencil tests meant you could answer questions in any order and still get a normal score.
With the introduction of computer-based testing, adaptive testing also emerged. So… now randomly skipping around can mess with your next set of questions.
Instead, give students a strategy when they are feeling stuck:
Show students how to flag a question to come back to. I personally like to have students choose an answer they *think* is correct before moving on. Studies show that your first instinct is often correct.
Then, come back to the question with a plan.
That plan: reread the question, zeroing in on what the question is actually asking. Then, refer back to the text, or rework the problem.
If they still come up short… It’s time to guess.
And honestly, you might need to teach your students that it is okay to guess…
In a world where anything but perfect is shunned, guessing feels unnatural. But sometimes students truly just don’t know the answer.
With FAST Math testing, the test is adaptive, which means students may receive questions that fall outside the third-grade scope of learning.
This is when I share an oldie-but-goodie test-taking technique: it’s okay to guess either B or C.
6. Help Students Manage Screen Fatigue
Long testing days mean long stretches of staring at a screen. And third graders? Their eyes (and brains) get tired fast!
So, teach students what to do when their eyes and brains are starting to feel fatigued. This goes back to pacing as well.
In Florida, students have all day to complete their FAST assessments. This means that students could be staring at a screen for 6 hours! So… little tips, like looking away, focusing on a point across the room for 20 seconds, getting a drink of water. Taking a stretch break is a great suggestion for things we want our students to do when they’re feeling tired or disengaged.
The truth is that little bodies are not meant to sit quietly and focus for hours at a time. Teaching students how to identify when they need a mini break and what to do during that time is important.
7. Typing matters more than you think
Some tests require students to type in answers. Constructed responses can slow students down.
Giving students time to quickly type in answers (Google Forms is a great way to practice this!) gives them practice with typing, not just writing.
Computer-Based Test Taking Tips
So, there are seven different test-taking tips for computer-based testing.
My biggest takeaway?
We can no longer just teach content and assume they’ll do well on the test.
We have to teach how to take the test in the format they’re given
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