The state of Illinois is making a shift in its approach to standardized testing, announcing they are returning to the ACT as of May 2024 after several years of using the SAT. This change has been declared after a series of evaluations on the effectiveness of the two different tests when assessing high school students’ being prepared for college and careers. With this transition, Illinois joins several other states reconsidering standardized testing choices.
Dr. Erin Ludwick, Associate Principal for Student Services, emphasized the importance of this shift in standardized testing, ensuring students are fully prepared for postsecondary education and career pathways. By returning to the ACT we are more closely in line with the education requirements for the test as Illinois continues to seek the most effective way to assess students’ knowledge.
“We are adding Access lessons to familiarize all students with the new test for early this semester, with another session that is more tech-based closer to the exam,” Ludwick said. “We also have shifted our Resource period test prep to focus on ACT.”
Keith Palz, Associate Principal for Curriculum & Instruction, has also weighed in on the decision, the impact could potentially have on classroom instruction. The ACT offers a more comprehensive measure of what students are learning. Returning to the ACT also ensures the knowledge students are developing aligns with college and career expectations. This shift in standardized testing can also allow for educators to refine their teaching methods, moving to a more targeted approach for students’ future success.
“Foundational academic skills are critical, including those core subjects that provide skills of reading, writing and the application of mathematics, and students are taught these skills on a daily basis at DGN,” Palz said.
Senior student Emme Reid had taken both the ACT and SAT. The tests are both difficult in different ways, however Reid claims the ACT focuses on more subjects she has been studying in class. Standard testing can be stressful for some students so having a consistent measure of the test like the ACT could help reduce stress and benefit more students.
“I just want one standardized test that gives us a fair shot and doesn’t feel like it’s always changing on us. I think students would do better if the focus was more on our overall growth, not just one test,” Reid said.
Illinois reverting to the ACT, has required different implications for students and schools, with many educators adjusting their curriculum and testing strategies to align with the ACT. Ludwick, had been working towards both students and staff being comfortable and ready to navigate this change.
“Some schools actually required an ACT before Illinois shifted to it officially as the state test,” Ludwick said.
Some colleges had already embraced the ACT’s importance long before the policy change. Many students in Illinois have taken the ACT much before it was a state requirement, like the SAT previously was. This has been in effort to get the test material integrated into more schools.
Palz emphasizes the importance of real life skills. With the transition, the focus is on ensuring that students are equipped not only with classroom knowledge but with other skills for challenging assessments and real life situations. The ACT not only measures students’ intelligence but also their ability to adapt and think out of the box.
“Critical thinking and problem solving also prepare students for complex assessment questions,” Palz said. “Test-taking strategies like time management and reading comprehension techniques also help prepare students to do their best.”
These abilities will not only help students succeed on standardized tests, also contribute to their long-term academic and career success. Regardless of what standardized test is required, DGN is providing students with the appropriate resources to succeed.