As the ICFES exam clock ticks closer, nerves and resolve mix together among students. Some are already preparing with focused effort, while others are bogged down by the mounting pressure of the test. With university admission and future opportunities hanging in the balance, every student’s journey to the ICFES exam is unique.

Throughout the weeks leading up to the ICFES, The Columbus School seniors are at a critical point in their academic career. From boot camps to late nights of studying, the students reflect on their preparation and the stress of passing. Their stories reveal varying degrees of preparation, individual reasons, and what the exam represents in the context of their future.

Senior Elisa Arango shares her experience with the ICFES mock test. She admits that the test is less about intelligence and more about endurance, acknowledging that her result of 247 did not capture her potential.

“I think the ICFES is more of a test of will than a test of intellect,” Arango said. “I got so exhausted at the end, and I didn’t even really work hard on the last part—I just kind of guessed,” she explained. “It’s also just incredibly hard to concentrate with all your friends sitting around you and the time pressure.”

Arango believes that students are not ready for the realities of ICFES. She griped about being unprepared to handle stress and time constraints.

“Yes, I think that we’re not properly trained to sit for an examination like this, especially under pressure and with close time constraints,” she said.

Arango has been attending the school boot camps as she tries to improve her grade, although she is still skeptical about their usefulness.

“I’ve been going to the school boot camps, but to be honest, if we hadn’t learned the stuff already, we’re not gonna learn it now in a week,” she said at the end. “But, nevertheless, reviewing some stuff again is helpful.”

Arango is expecting to get 400 but does admit that it appears unlikely. Anything higher than 350 would be acceptable to her, though, as she is looking for a score to help her along to a future career in architecture at the Universidad Pontificia Bolivariana in Medellín.

“I’ve already been admitted,” she indicated, “They make you send proof that you’ve sat for the test, but they don’t have a minimum score.”

Meanwhile, 11th grader Irene Hinestroza is nervous as the day of the test approaches. She becomes increasingly nervous, in addition to an overwhelming urge to study constantly.

“I’m more and more anxious every day. My heart beats, I don’t sleep nights,” Hinestroza reported. “I read and read—I just can’t stop reading.”

Hinestroza’s motivation to perform well on the test is very personal, in that she wants to show off her knowledge to a friend.

“Because I want to prove to my friend that I’m better than her,” Irene explained. “She’s dumb and doesn’t know anything about culture. I know a lot more than her.” she said. 

Despite her anxiety, Irene feels underprepared for the exam. She described a lack of formal preparation at school, having only answered a few questions in Español class with little success.

“We haven’t started anything in school. We only did four questions one time in Español, and Spanish teacher Johana gave me the answers—so I got them all wrong,” Hinestroza responded. “But now I’m doing a lot of research and taking online simulacros because I’m giving it everything.”

When asked what her worst subject was, Irene admitted that science is the biggest struggle for her, and English and Colombian history are subjects she does well.

“Science. I know nothing about science,” Hinestroza stated. “But I’ve read La Constitución three times already. I just can’t stop reading it—I know everything about it!”

Senior Rafael Martinez showed a positive attitude towards the ICFES, being well-prepared thanks to his experience with AP courses. According to him, the AP courses have provided him with a strong basis in reasoning and analysis, which is critical for the test.

“I know it’s a comprehensive exam, but I feel that I’ve acquired all the information throughout high school,” Martinez said. “The APs gave us a deeper level of understanding, and I think that’s good for the kind of thought and analysis the ICFES needs.”

However, Martinez acknowledges that not all areas of the exam were covered in his AP classes, particularly Sociales and Competencias Ciudadanas.

“I had to learn a lot of it over again myself,” he said. “I took online practice tests and studied civic ideas.”

Rafael wishes to perform well in all sections of the test, but he has challenges in some subjects as well.

“One section that I struggled with a lot was Sociales and Competencias Ciudadanas,” Martinez said. “I had forgotten everything.”

With ICFES day looming, it’s obvious that every student has a unique trajectory based on his or her unique strengths, issues, and aspirations. The range of levels of preparation, drive, and fear of failure brings to the surface the nuances of confronting a national exam that will determine their higher education destinies. Some feel prepared, whereas others still wrestle with pressure, committed to performing to their best ability regardless of the challenges ahead.

ICFES is a watershed moment in Colombian schooling, and for young people such as Arango, Hinestroza, and Martinez, it’s not just an exam—it’s a moment that can alter the course of their existence. As these children sit to write the exam, it’s apparent that the outcome is as much a matter of will and self-assurance as it is a matter of book intelligence.