The end of test anxiety

…make it a reality for your students.

Lisa A. Sheldon, MS. M. EdGreenfield Community CollegeMTA Summer ConferenceAugust 5th, 2013

About unresolved test anxiety:

“It will take you over and it will take you out.”

--GCC Instructor

Presentation outlineTest anxiety:

The good, the bad & the truly ugly Influencing factors

What can STUDENTS do about it?Resources and skill development

What can INSTRUCTORS do about it?Setting the stage for successNew thoughts about exams

What is text anxiety?Performance AnxietyIt interferes with test preparation and

performancePrevents students from showing or

demonstrating what they have learned and know

Types:Test anxious studentsUnprepared studentsState anxiety

What is text anxiety?Signs of text anxiety in your student’s head:

Mental blanking outRacing thoughtsDifficulty concentratingNegative self-talk about:

Past performance Consequences of failing How everyone else is doing

Knowing the answers after the test

What is text anxiety?Signs of text anxiety in your student’s body:

NauseaRapid PulseRapid breathingSweatingShaking & tremblingHeadacheDry mouthMuscle tensionSleeplessness

What is text anxiety?Other characteristics:Timing: Before, during and after the main

eventBoth types impair performance:

Somatic: worry and fearCognitive: ability & processing

Trait v. state anxiety

What is text anxiety? Causes1. Test anxiety is a learned behavior.

2. Association of grades & personal worth.

3. Feeling of a lack of control.

4. Teacher who embarrass or shame students.

5. Being placed in courses above your ability.

6. Fear of alienation from parents, family, and friends due to poor grades.

7. Timed tests and the fear of not finishing.

http://www.wvup.edu/academics/more_test_anxiety_tips.htm

How can test anxiety be good?When at appropriate levels…It is a normal reaction to testingFor a certain group of students:

Increases motivation to studyFocuses attention on studying tasksPromotes deeper levels of engagement with

materialStimulates organizational thinkingIncreases empowerment and self-efficacy

When test anxiety is bad…Students earn lower gradesStress increases and can affect health

Physical illnessGreater susceptibility to colds

Self-doubt and loss of confidenceThey lose control over the testing situation

…and when it is truly ugly.Test anxiety becomes self-perpetuatingStudents lose self-confidenceFeelings of failure and negative self-talk take

overThey fail and drop classesAnd…they leave school

Quiz Time… My rulesHow much do you know about test anxiety?

1.With a partner, complete the pink Test Anxiety quiz.

2.You will have 5 minutes to mark all your answers.

3.Speak as loudly as possible and feel free to walk around the room.

4.Anyone missing more than 2 answers will be asked to leave the presentation.

What is text anxiety? The Quiz 1. Students are born with test anxiety.2. Test anxiety is a mental illness.3. Test anxiety cannot be reduced.4. Any level of test anxiety is bad.5. All students who are not prepared have test anxiety.6. Students with test anxiety cannot learn math.7. Students who are well prepared will not have test

anxiety.8. Very intelligent students do not have test anxiety.9. Attending class & doing homework will reduce all test

anxiety.10. Being told to relax during a test will make you relaxed.11. Doing nothing about test anxiety will make it go away.12. Reducing test anxiety will guarantee better grades.

http://www.wvup.edu/academics/more_test_anxiety_tips.htm

All FALSE

Test Anxiety: Cause and effectModels

Coping Mechanisms

Skill development

Cognition & meta-cognition

Personality type Inherent traits

Test Anxiety +/-

Performance

Sheldon, L. (2010) Test Anxiety: Influencing Factors and Potential Remedies for College Students. Unpublished paper

Test anxiety: Influencing factorsCoping mechanisms

Personal Beliefs & empowerment Self-efficacy Agency Expectations Locus of control

Perception Threat v. challenge appraisal

Affect Optimism v. pessimism Disposition

Test anxiety: Influencing factorsPersonality type and inherent traits

Response to stimuliEnvironmental and situational stressorsGeneralized anxiety

Test anxiety: Influencing factorsSkill development

School foundations: readiness to learnExperience in the college environmentStudy skills: surface v. deep studyingExperience with specific subject matter

Test anxiety: Influencing factorsCognitive and meta-cognition

How students think and use knowledgeAttention to learning and information processingStrategies for learningExpenditure of energy on emotions v. cognitionTest taking strategiesComfort with different types of exams and

questions Data recall Synthesis and integration

Reducing Anxiety: Target areasSkill enhancementBest practices of successful studentsEmpowermentResources

College and classroomPhysical interventions & emotional control

Health and wellnessShort-term and long-term relaxation techniques

control emotional (somatic) & worry (cognitive) test anxiety

What can STUDENTS do?Best practices to reduce test anxiety: Somatic

Control emotionsLimit negative self-talkVisualizeVerbalize or journalReview what has worked beforeRelaxation techniques

Deep breathing Avoiding caffeine and stimulants Good sleep and nutrition Exercise

What can STUDENTS do?

With your neighbor, share your best advice and techniques for effective

studying.

What works?

What can STUDENTS do?Best practices to reduce test anxiety:

Cognitive Study Style:

Distributed learning v. cramming Online resources Text book Creating a study space and schedule you studying Getting a tutor/ peer tutoring services Study Groups PRACTICE

What is an instructor to do?For test anxiety related to lack of preparation,

what are your actions and suggestions?

What fits with your class and discipline?What fits with your personality?What fits with your students needs?

For test anxiety at the emotional and trait level what kinds of interventions might be most appropriate?

What can INSTRUCTORS do?Instructors are an important part of testing Impact both + and – emotions about testing

Course and classroom policiesPreparing for the testing eventHelping mechanisms and InterventionsProviding help and resources

What can INSTRUCTORS do?Best practices to reduce test anxiety

Invite Student Communication Post your office hours Encourage students to visit and talk about material

or course concerns Write students notes & email Help them review old exams to understand where

they need more skill development Make yourself approachable & welcoming

What can INSTRUCTORS do? Course and classroom policiesHigh stakes testing

How much is a test worth? What is the right balance? Is a cumulative exam appropriate?

Evaluation through other means Portfolios Projects Journals Performance-based items or events

What can INSTRUCTORS do? Preparing for the testing event before it happens

Stimulate strong learning during the courseFocus attentionMovement and dynamic activitiesInteresting jokes, pictures & activities create

excitementProvide organized learning structures for

students to contextualize their learningLearn what is unclear to your students:

Muddiest point, one-minute papers, peer sharingPromote distributed learningAllow time and space for students to practice the

types of questions they are likely to see on exams

What can INSTRUCTORS do? Helping Mechanisms and interventionsReview sessionsDiscussion of test formatEncourage students to ask for clarification

during the examStudy groupsReview sheets & content informationPractice questions and sample quizzesPromote exam triage when students get stuck

What can INSTRUCTORS do? During the assessmentQuite, distraction free-environmentTime allowanceTesting center as alternative siteBarriersAllow students to ask questions

Read questions to students Rephrase Define words

Allow students to go the bathroom, drink of water, etc.Suggest that students

Read the entire exam and ask questions as a class Use the exam as a resource Skip questions they don’t know Start with questions they know

What can INSTRUCTORS do? During the assessment…what often doesn’t workCrib cardsOpen book in-class examsTeam or partner exams

What can INSTRUCTORS do? Providing help and resourcesAcademic CounselingPersonal CounselingTutoring servicesShare study tips and techniquesDiscuss how to study for your classInvitations to office hoursWriting notes to students

What can INSTRUCTORS do? Writing and giving a good testVary types of questions to acknowledge different

learning styles and strengthsFamiliarize students with format and question typeMake exams short and manageableTest what matters—concepts not triviaReasonable time limits or untimed tests prevents

panicQuestion choice: A or BShare grading rubrics with studentsControl environmentPhysical barriers to give students privacy

Time for a paradigm shiftCan exams be a teachable moment?Students are highly aroused and motivated

Encourage questionsRead their work to let them know if they are on

the right trackReinterpret questionOral exams: can the student tell you the

answer?

Questions?