Transparency About Test Security
State testing season brings a wave of logistics, schedules, and yes—test security protocols. But for many teachers and students, those protocols get boiled down to a wall of “no”:
No, you can’t have that.
No phones.
No books.
No notes.
No help.
And when that’s all people hear, it’s no wonder test security starts to feel less like protecting fairness and more like limiting what students are allowed to show they can do.
The truth is, when no one explains the why, these rules can come across more like punishments than protections. But test security isn’t about catching cheaters—it’s about creating fairness. And when we lead with that message, we shift the conversation from compliance to trust.
Help Teachers Understand the “Why”
For teachers, especially those not directly involved in assessment design, test security rules can feel security protocols can feel arbitrary or even accusatory. I’ve personally heard variations of the following questions for over a decade:
Am I really not allowed to say anything during the entire test?
Can I remind students to check their work? Or is that considered ‘coaching’?
Why are we being told to ‘actively monitor’ and what does that actually mean?
Do I really need to walk around the whole time? Doesn’t that stress the kids out more?
To build buy-in, leaders must go beyond simply stating the rules—they need to communicate the purpose behind them in ways that honor teachers’ professionalism and invite shared responsibility.
Here's what that can sound like:
“When we apply test security measures consistently, we ensure that every student—no matter which room they test in or who their teacher is—has the same opportunity to demonstrate what they know.”
But it can also sound like this:
“We know you want to support your students—and we’re not asking you to stop caring. We’re asking you to support them by creating the fairest possible conditions for everyone.”
“These rules aren’t about assuming you’ll do something wrong. They’re about ensuring we can stand by our results and advocate for our students with confidence—because we know the testing conditions were consistent and valid.”
“Active monitoring isn’t about suspicion. It’s about being present—ready to redirect a student who’s rushing, catch a tech glitch early, or help maintain a calm and focused environment.”
“Your students look to you for cues—if you treat the test with clarity, calm, and professionalism, they’re more likely to do the same.”
You can also invite teachers to share past scenarios they weren’t sure how to handle. Use those examples to talk through both the spirit and letter of the rules. It’s often the gray areas that create the most stress—naming those in advance reduces anxiety.
So, instead of just presenting rules, I suggest leaders to invite questions:
What rules are confusing or make you wonder?
What situations have come up in the past that were challenging or didn’t seem right?
Where do you want clarity or backup so you can feel confident supporting your students?
Framing test security as a way to protect student opportunity—not limit it—shifts the conversation. It invites teachers to see themselves not just as enforcers of rules, but as guardians of fairness. That’s a role they already believe in. We just need to connect the dots.
Talking About Test Security With Students
Students often view test security rules as arbitrary or unfair—especially when they’re told they can’t use the tools or supports they’re used to in class. So it’s critical that we talk about test security, not just enforce it.
The best way to start? Frame it through the lens of fairness.
Start with the basics:
“Test security exists to make sure no one has an unfair advantage or disadvantage.”
Then, use simple, relatable comparisons:
“It’s like playing a game. If one player starts closer to the goal, that’s not fair to everyone else.”
“Imagine a race where only some runners get to use a scooter. That wouldn’t really show who’s fastest, right?”
These analogies help students connect to the concept emotionally and intellectually. When they understand that the goal is fairness (not control) they’re far more likely to buy in.
Also, be transparent about tools that are allowed, especially in online platforms. Many systems have built-in supports like calculators, glossaries, or dictionaries that are turned on (or off) based on the test’s design. Students should know that if a tool is available in the platform, it’s there on purpose to help them, and to keep things consistent across all students testing.
Most importantly: Encourage students to ask questions. If they’re unsure why something is (or isn’t) allowed, welcome that curiosity. And if you don’t know the answer? Say so. Promise to find out—and follow through.
Test security isn’t just about rules, it’s about trust. And that starts with honest, clear conversations.
Looking Through the Compassionate Assessment Framework Lens
Two key components of the Compassionate Assessment Framework (CAF) apply here:
Adult Attitudes & Beliefs
If we see test security as just a compliance task, we miss the opportunity to create a fair and trusted environment. Educators shape how students perceive assessments—when we model calm, clarity, and confidence around testing rules, students reflect that tone.
Resist the temptation to explain protocols with “because we have to.” Instead, anchor your messaging in equity and purpose.
Student Attitudes & Beliefs
When students feel testing rules are arbitrary or unfair, their motivation drops. But when they understand the rules are there to help make the test fair for everyone, their mindset shifts. This builds trust, not just in the system, but in their own ability to succeed within it.
The testing environment isn’t just a physical space, it’s the emotional space students enter when they test. Build that space with intention.
Start the Conversation
Test security doesn’t have to feel like a mystery or a burden. But for it to feel fair, everyone—teachers, students, and staff—needs to understand the why behind the rules. Transparency builds trust, and trust leads to better implementation, calmer classrooms, and more useful assessment results. This week, take a few minutes to share this post with a colleague or staff member, and ask:
How are we talking about test security—with staff and with students?
Then, take a moment to reflect:
Have I explained the reason behind each rule to faculty and staff involved in testing?
Have students been asked what doesn’t make sense to them?
Are teachers equipped to handle student questions during testing without feeling like they’ll get in trouble?
Do our policies treat all students with the same level of dignity and support, even when they need accommodations or make-ups?
Do we give staff the opportunity to ask questions and offer feedback on testing procedures—or is the tone strictly compliance-focused?
Remember: security should never come at the cost of compassion. If our implementation strategies feel like punishment, we risk losing the very people we rely on to uphold them.
Start small. Ask honest questions. Be willing to revise the message—not the rules—to ensure it lands with clarity and purpose. That’s how we build an assessment environment rooted in both fairness and trust.
Looking Ahead
Next week kicks off our new blog series on statewide testing schedules—starting with how your test schedule impacts student engagement, teacher workload, and the validity of your results. We’ll share real strategies to help make your schedules more student-centered and less stressful.
