Test Anxiety Analysis

Test anxiety is a real and measureable problem student’s face regardless of their grade or level of academic achievement. Test anxiety can also adversely affect how students participate in and view the learning process long term. This study was designed to examine the effects of test anxiety on high school students specifically, and how the stress associated with the processes or outcomes of standardized testing can negatively impact their performance. There is also a theory that contributing factors of test anxiety can also impact social anxiety. The purpose of this study is to determine if students with determined higher levels of test anxiety perform lower overall on standardized

During exam prep, students should review notes and keywords, and clear up confusing concepts (Kaplan, n.d.). Knowing what kind of test the student is preparing for will help to determine if concepts should be broad or more detailed and focused (Billings, 2007). Students should pay attention to their physical health by eating well and getting regular exercise (Kaplan, n.d.). One of the best ways for students to ensure their mental health and to reduce test taking anxiety is to be over-prepared for the test (Nugent and Vitale, 2016).

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.

The recent test was a bit of a wake up call. I missed the i**103 question. It's frustrating in that I calculated the correct result, but for some perverse reason chose the wrong selection. I guess once solved, my mind tends to wander on to the next question. With only 10 multiple choice questions, this can have a devastating impact. From a return on investment, this is definitely an area worth improving. I generally do a substantial portion of course exercises in my head, and don't bother writing them down. This is perhaps a mistake on my part, since recording the results correctly is a critical final step worth practicing. Unfortunately, this approach does significantly increase the time necessary to complete the exercises.

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.

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.

My test anxiety is strong. In certain situations, I feel like I cannot think, like my mind goes blank. The concept of taking a test is more challenging than actually taking the test. My test anxiety causes me to feel like I'm going to fail and that there is no chance that I will get a good grade no matter how hard I try. I tend to feel it the most when I meet big tests such as the SAT and AP exams. At times, some of the material that I’ve learned sticks and I could focus on that, however, most of time I forget what I learned and studied and it all goes blank. I also feel the butterflies in my stomach, my body beginning to shake, and worst of all, I feel like throwing up. Test anxiety caused me to doubt myself in general. To make matters worse, my school at times categorize tests as a big part of your grade and sometimes with that, my grades tend to drop. This has affected me as a student since it causes me to always doubt myself and have poor thoughts to what will happen and I envision bad

I, like many other students, have fallen victim to the panic-cram-panic cycle right before a final. Those nights full of cramming and binge drinking Red Bulls have resulted in missed questions on topics I had already known. My experience with that has been reported by a phycology professor at the University of Chicago, Sain Beilock, who stated that “stressing about doing well on an important exam can backfire, leading students to ‘choke under pressure’ or score less well than they might otherwise scoring the stakes weren’t that high.” The stress that is brought by this has also been proven, by Cornell University Medical School, to cause long-term damage by “…stunning the cognitive system that support the attention and memory skills everyday,”

It's that time of year again, the last few weeks college. You have been on time to every class session and have managed to add a few points to your normal course average. Just a few more weeks to go and you will be on your way to a well needed vacation, which you have carefully spent the last couple months planning. There is only one thing that stands in the way, final exams. Just as every student before you and every student that will come after you, final examinations can be very frustrating and stressful. Proper testing preparation combined with skilled testing strategies can help anyone overcome those examination nightmares.

I neither advance nor dropped in my overall score. But I noticed that my CARS scores still stayed the same. This is the second week in which I have applied the strategy of working through only the easy passages first and then tackling the medium and hard passages last. I also noticed that I did not run out of time in the CARS section. I am going to keep up with the constant reading every day (book and random article from Psychology Today and New York Time) to continue improving my reading speed and comprehension. For the chemical and physical, I need to get better at managing my time. I noticed that I spend too much time on questions in earlier in the section. I need to start practicing the habit of choosing an answer choice and moving on

Zack is still putting forth a good effort in class - he always checks in with me to see if he is missing anything and he retests on quizzes and tests that he needs to without me bugging him about it. When he does retest, I always see a dramatic improvement - I don't know if he just has test anxiety the first time around, but I am glad he is comfortable enough to come in and go over things with me.

Goh, Grace. (2015). School based intervention for test anxiety. Child and youth care forum, 45(1), 1-17. doi:10.1007/510566-015-9314-1.

Addressing the issue of test anxiety with school students is crucial. Test anxiety is defined as feelings of tension and anxiety that interfere with the ability to communicate what one knows in a test situation. It can lead to school failure, poor self-esteem, and stress related physical ailments. Although it is natural to experience some degree of distress while being evaluated, some students ' previous negative experiences greatly effect their reaction to a testing experience. With the increase of testing in our schools, school counselors need to recognize the role test anxiety plays in student performance and help to implement effective strategies to assist students. It seems possible to do this through cognitive and theory, which will be discussed later in this paper. There are many effective strategies that teachers can implement to assist test anxious students. Teachers can employ formative factors, habitual prudence, purposeful learning experiences, and test-wise guidelines. Ascertaining test anxiety involves becoming more aware of the types of students with test anxiety so that they can develop, modify, and implement new repertoires in their assessment procedures. Using more formative factors in their assessment procedures lessens anxiety levels and enhances the instructional process. Finally, when teachers provide purposeful learning experiences and test-wise guidelines students are able to obtain maximum performance. Relaxation techniques and systematic

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.

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.