Addressing The Issue Of Test Anxiety With School Students Essay

In every school and in every grade, there are students struggling with test anxiety. Majority of schools require their students to pass a certain number of standardized tests to pass that grade or a certain amount before they can graduate high school. The No Child Left Behind Act of 2001 (NCLB) requires states to administer state assessments (“Opt Out Info”). Test anxiety is a problem in all schools, and needs to be taken in consideration, by decreasing the pressure on students, especially those who suffer from test anxiety. But how can we do that, and what can parents and teachers do to help?

To address this phenomenon, researchers have proposed different theories of test anxiety to account for the effects of test anxiety on the deficits of academic performance. According to scholars such as Schmidt and Riniolo (1999), the cognitive aspects of test anxiety - worry and task-relevant thinking - are also present in social anxiety. Therefore, students who experience test anxiety may also suffer from other types of psychological and cognitive problems such as self-esteem, cognitive development, social skills and memory. Essentially, the students who suffer from test anxiety are individuals who are unable to cope with any types of stress. Considering the stressful nature of

Students dread the time of the year when they stop with their course material and begin to prepare for test. Everyone is in agreement that some type of revolution is needed when it comes to education; eliminating standardized test will aid the reform. The need for standardized testing has proven to be ineffective and outdated; some leading educationalist also believe this because the tests do not measure a student’s true potential. This will save money, stop labeling, and alleviate stress in students and teachers.

Test anxiety is a fairly common phenomenon in educational culture today. Research has been completed on different facets of anxiety from developing learned behavior through primary education structure to an increase in somaticized symptoms in the college setting. Many research articles discussed quantitative results and few I found truly focused on the qualitative thoughts and emotions of the students effected the most. My proposal aims to investigate the thoughts, emotions, and future behaviors of those suffering from the anxiety that plagues college students daily, especially during finals and other high-stakes testing.

Students who feel that they will not do well on the test lose interest in school and begin to become frustrated ,students can experience anxiety and children with learning disabilities are treated

During my first semester of nursing school, I suffered from almost debilitating test anxiety. This anxiety was not from a lack of preparedness, but from my own insecurities of failure from early childhood academic issues. I had no confidence in my academic abilities. After I acknowledged my insecurity I sought out the help of a therapist to get to the root of my academic issues. With my therapist’s help, I realized that I could do this kind of work. Initially, I used certain techniques to deal with this self-defeating problem. I requested and received separate test settings and more time to take the tests at my nursing school which lessened my fears tremendously.

Effective assessment practice can positively impact student learning by encouraging positive attitudes towards learning. It can prevent student disengagement and loss of motivation both of which can begin a spiral into states like failure avoidance and negative emotions about school and learning such as anxiety, described by Martin (2007 pp 413-440) as maladaptive behavioural and cognitive dimensions.

Anxiety is a very common disorder when it comes to students in school. There are various types of anxiety, one common example is test taking anxiety. Test taking anxiety is a nervous feeling that students have while taking a test, and sometimes before or after taking the exam. This makes it impossible for students to do their best and to show their knowledge. When students are under stress it causes them to have physical symptoms, such as sweating or rapid breathing. Students who aren't prepared for tests, but care about doing well are also likely to have test anxiety before taking any type of test. Supporters argue standardized tests effectively measure student achievement, and opponents argue that tests are good for measuring students’ performances.

However, standardized tests having such a major impact on students’ placement adds stress and pressures students to focus on memorizing things rather than actually learning them. This pressure causes students to be stressed and anxious. Alfie Kohn affirms that, “the more that anxiety is likely to rise and the less valid the scores become.” Tests are causing anxiety in students to rise, resulting in test scores being an “inaccurate” measurement of students’ knowledge. These test are not an accurate form of measurement, as some people may think. Kohn acknowledges that, “These tests care only about whether the student got the right answer..” These tests overlook the steps students took to get to their answer, so it is not known whether students had no idea about the answer or if they were close to the answer (Kohn, 5). Standardized tests should not be a major focus on students’ academic career so students’ can focus on learning skills rather than being

This module help me identify my own learning paradigms. Module 6 introduce me to some of the various populations that may need special considerations in the tutoring relationship. This module help me identify the characteristics that put a students at risk academically. Module 7 introduce me to one theory of motivation and the theory of “locus of control.” This module help me understand how to strengthen an internal locus of control. Module 8 introduce me to a variety of note taking styles, study strategies, and test preparation ideas. This module help me recognize when a student could benefit from learning strategy coaching. Module 9 introduce me to suggestions for managing test anxiety as well as stress from other areas of life. This module help me identify symptoms of test anxiety and determine whether he or she may have

The purpose of this research is to examine perceptions of student test anxiety in elementary school.

The purpose of this paper is to explore and critically analyse an anxiety case student in relation to Georgia a 22-year-old university who is currently feeling significant anxious and unable to cope due to stresses in her life at the moment. This paper will firstly scope an understanding of the similarities and differences of mental health and mental illness, and the effects both of these have on Georgia. Secondly, discussing what exactly personal recovery is and how personal recovery is not about curing or maintaining symptoms, but rather about Georgia’s anxiety and what Georgia’s triggers and how this can be maintained. Thirdly, discuss the significant relationship between physical health and mental health, and how mental health issues can impact an individual’s physical health in various ways. In addition, this paper will respond to the mental health needs of Georgia and what the best treatment options are for her which include changing her lifestyle choices, diet changes, regular exercise, relaxation strategies and talking to people about her anxiety. Lastly this paper will scope what implications there are for practice as a health care professional which will further support future practices.

Tet anxiety is a very common thing among American students, especially for those whore are in higher education. This type of anxiety causes psychological tension that students experience before taking test. In the moment of test anxiety students have a strong feelings of failure that is followed by panic and stress pressure. Apparently many studies have showed that test anxiety often causes students to perform worse on the exam. "Test anxiety: Why it is increasing and 3 ways to curb it" by Valerie Strauss and " Anxiety, Self-Efficacy, and College Exam Grades" by Jennifer Barrows, Samantha Dunn, Carrie A. Lloyd are popular and scholarly articles that discuss test anxiety in US higher education and how it disadvantages students.

Visualize a standardized test taken annually by millions of students in the U.S.A. that directly affects teaching methods, school budgets, and grade promotion. Presently, millions of schools are utilizing high-stakes tests to determine these major factors. The United States expects students to perform well on standardized testing, or school districts will suffer financial consequences under the No Child Left Behind Act (Au 502). This places pressure on everyone from administrators to students in a school district. Schools worldwide are stressed to succeed on these standardized tests when they only measure a fraction of a student’s intelligence. Standardized testing must be discontinued because it negatively affects school curricula,

Tests cause anxiety, however, I've never met a person that has not felt their heart race from the anticipation. If it severely impedes a student from taking a test;, many schools and colleges have policies that enable students to obtain a letter from a specialist informing professors and teachers of their need for extra time on tests.So on to my first point. Professors and teachers make tests only on important information taught in the class. So students that don’t do well may recognize the information, but not yet completely understand it. For example, In my Anatomy class, we don’t take multiple question tests, instead, we must know the information completely, which requires a complete understanding of the information. As a result, on my first quiz, I recognized the information but had no understanding of why things did things or the specific names of things. It helped me that I changed the way I studied.