Statewide Testing Schedules: Building in Flexibility
Even the best-laid testing schedules can fall apart without a solid plan for make-ups and flexible timing. Between chronic absenteeism, untimed testing policies, and a wide range of pacing needs across subjects, test segments and students, site coordinators and school leaders are managing more variables than ever.
If you’re feeling the pressure, you’re not alone. But a few smart scheduling strategies and thoughtful implementation practices can ease the burden, support your staff, and ensure students get a fair opportunity to show what they know.
Make-Ups Without Mayhem
Make-up testing is no longer a minor footnote in your testing plan. With increased student absences due to illness, family travel, or long-term disruptions, many schools are seeing 20–30% of students needing at least one make-up session. That’s a major planning consideration.
Here’s how to manage make-ups more proactively:
Schedule for reality, not perfection. Build make-up windows into your master schedule before testing even begins. Don’t assume everyone will be present for their assigned day.
Staff strategically. Where possible, identify a small, designated team to handle make-ups. Rotating responsibilities or assigning it to already-overloaded staff leads to more confusion and chaos.
Keep communication tight. Let teachers know how and when to send students for make-ups. And make sure students understand when they’ll be testing to reduce no-shows and anxiety.
Bonus tip: Use any data you have that indicates trends from last year to predict the volume of make-ups you may need. This helps set more accurate expectations and prevents scrambling. This also may provide some indications of where your schedule is not working (see previous blog post for questions to audit your testing schedule.)
Managing Mixed-Speed Testing Rooms
One of the biggest logistical headaches of untimed tests is the huge variation in how long students take. Some students finish a segment in 25 minutes while some will need closer to an hour. So how do we keep classrooms focused without exhausting everyone?
Plan post-test activities in advance. Quiet, meaningful tasks for students who finish early (like silent reading, journaling, or puzzle work) maintain classroom calm and reduce disruptions.
Prep teachers for classroom management. Make sure teachers know how to monitor testing actively and redirect behavior without breaking test security guidelines.
Use seating arrangements strategically. When possible, seat students with similar pacing tendencies near each other. This minimizes distractions for slower-paced testers and reduces feelings of self-consciousness for those still working.
Post visual cues for what’s allowed. A small sign or slide reminding students what they can do once finished helps eliminate the endless questions (“Can I read now? Can I draw?”) and keeps the room running smoothly.
Consider offering noise-reducing tools. Headphones, soft earplugs, or even privacy folders can help early finishers quietly move into post-test activities without disrupting those still working.
Use an “I’m done” signal system. A discreet thumbs-up or silent hand signal can let teachers know when students are done and ready for their next steps—without interrupting the class flow.
Remember, untimed doesn’t mean unstructured. Students thrive with clear boundaries, even during flexible assessments.
When Students Rush: Catch It In the Moment
Here’s the truth: You can’t fix a rushed test two days later.
That’s why active monitoring during testing matters. If a student is blowing through questions without reading or clicking randomly, it’s essential to redirect while they’re still testing. Here’s how:
Train proctors and teachers to spot signs of rushing. Quick tapping, skipping screens too fast, or finishing far ahead of peers may be signs a student isn’t engaging. They can also see student progress on most teacher monitoring screens, so help them know where to look to see when that one student is unexpectedly and unreasonably far on the test compared to the rest of the class.
Use scripts for redirection. Something as simple as “Take a moment to read each question carefully. You don’t need to rush” can make a difference without overstepping test proctoring and security guidelines.
Track patterns. If the same students rush through multiple sessions, it’s worth checking in. Disengagement might signal a larger issue.
Catching and correcting rushing behavior in the moment protects the integrity of the data and ensures students are getting a fair opportunity to demonstrate their skills.
Looking Through the Compassionate Assessment Framework Lens
Two key components of the Compassionate Assessment Framework (CAF) apply here:
Assessment Environment
Make-up sessions and untimed testing conditions can create added stress for students and staff if not handled with intention. The environment surrounding testing—how it’s scheduled, explained, and supported—matters. When students feel rushed or singled out for needing more time (or another test day), it chips away at their confidence. Likewise, when teachers aren’t equipped to manage mixed-speed rooms or aren’t given recovery time after heavy testing days, it contributes to burnout. A calm, predictable environment supports everyone involved.
Adult Attitudes & Beliefs
When it comes to untimed testing and make-up sessions, adult mindsets matter. If educators and leaders view make-ups as an inconvenience or assume that students who need more time are simply "slow" or "unmotivated," that belief trickles down into how the testing experience is managed—and felt. Similarly, when students speed through a test, it's easy to assume they "don’t care" or “didn’t try,” but those assumptions can lead to missed opportunities for support or deeper conversations.
Instead of judging student testing behaviors at face value, we need to ask better questions: Was the environment supportive? Did the student understand the purpose of the test? Was the pacing right for their learning style? Adults set the tone. When we approach assessment with curiosity instead of criticism, we model the mindset we want students to have about learning and growth.
Looking Ahead
Next week, we’ll focus on what comes after testing: reflecting on your schedule, gathering feedback, and using lessons learned to improve for next year.
And don’t forget, our weekly newsletter Metrics & Meaning offers more tips and tools for understanding and explaining assessment, subscribe now so you don’t miss out!
