Does test anxiety increase as the exam draws near? – Students' state test anxiety recorded over the course of one semester

Lotz, Christin; Sparfeldt, Jörn R.

doi:10.1016/j.paid.2016.08.032

Cited by 91 publications

(31 citation statements)

References 10 publications

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“…Students felt that being used to the assessor through engagement in class, for example, would reduce their anxiety levels. Of course, all high stakes assessment induces anxiety in students (Lotz & Sparfeldt, 2017), therefore it is not feasible to think anxiety can be completely eliminated. Some literature suggests ways in which oral performance assessment anxiety can be reduced: Nash, Crimmins, and Oprescu (2016) suggest that public performance anxiety can be reduced with formative, non-assessed activities designed to allow students to become familiar with the format and with public speaking.…”

Section: Discussionmentioning

confidence: 99%

The impact of high stakes oral performance assessment on students’ approaches to learning: a case study

2020

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This paper presents findings from a case study on the impact of high stakes oral performance assessment on third year mathematics students' approaches to learning (Entwistle and Ramsden, Understanding student learning, 1983). We choose oral performance assessment as this mode of assessment differs substantially from written exams for its dialogic nature and because variation of assessment methods is seen to be very important in an otherwise very uniform assessment diet. We found that students perceived the assessment to require conceptual understanding over memory and were more likely to employ revision strategies conducive to deep learning (akin to conceptual understanding) when preparing for the oral performance assessment than when preparing for a written exam. Moreover, they reported to have engaged and interacted in lectures more than they would have otherwise, another characteristic conducive to deep learning approaches. We conclude by suggesting some implications for the summative assessment of mathematics at university level. Keywords Case study. Oral performance assessment. Students' approaches to learning. University mathematics Mathematics is an academic discipline that employs very few summative assessment methods at university level and researchers (Steen, 2006) have often called for a variety of its summative assessment. Amongst the methods in use, written, timed exams dominate and indeed in a recent survey of assessment methods in England and Wales, Iannone and Simpson (2011) found the written, timed exam to be the modal assessment method across their sample. At the same time, the general education literature perceives uniformity of summative assessment as problematic (Brown, Bull, & Pendlebury, 2013) and indicates that traditional written timed exams alone are not suitable to assess all the competencies that may be desirable to assess (Birenbaum et al., 2006).

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Section: Discussionmentioning

confidence: 99%

The impact of high stakes oral performance assessment on students’ approaches to learning: a case study

2020

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“…Additionally, past assessments have focused exclusively on the experiences of the individual during a testing situation. It is recognised that different stages of test anxiety exist (Lotz & Sparfeldt, 2017) and these stages differ in both their characteristics and effective coping skills (Raffety, Smith & Ptacek, 1997). It is necessary that assessment practices reflect this understanding and glean relevant information on the individual's functioning during each of these stages.…”

Section: Assessment Of Test Anxietymentioning

confidence: 99%

Test anxiety in school-age children: An examination of a national epidemic

Scott¹,

Lamb²,

Bentley³

et al. 2018

GJGC

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Test anxiety has long been an issue with students, parents and in schools on a global level. Many students are becoming overwhelmed with the increased demands placed on test preparation and test performance. Accountability measures have become a major priority, with school children enduring standardised testing annually from grades 3-8, and once more in high school. This article will explore the many facets of test anxiety, what some schools are doing to try to reduce the anxiety and interventions, so that counsellors can use in their work with students.

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“…La AE-Estado se define como un periodo de ansiedad transitorio provocado por una situación de examen específica (Hong & Karstersson, 2002), y es influida de forma dinámica por factores personales (e.g., ansiedad como rasgo) y situacionales (e.g., asignatura) (Spielberger & Vagg, 1995), llegándose incluso a postular que la AE-Rasgo es potenciada por diferentes factores situacionales (Zohar, 1998). Asimismo, diversos estudios la han asociado inversamente con la atención selectiva y la concentración (Fernández-Castillo & Caurcel, 2015), memoria de trabajo (Ikeda, Iwanaga & Seiwa, 1996), y el rendimiento en exámenes (Dominguez-Lara, 2017a; Dominguez-Lara, Calderón-De la Cruz, Alarcón-Parco, & Navarro-Loli, 2017), dado que esta faceta de la AE tiende a incrementarse ante la proximidad de un examen, haciendo más fuerte su relación negativa con la autoeficacia académica (Lotz & Sparfeldt, 2017;Roick & Ringeisen, 2017), por lo que es esperada la asociación negativa con el rendimiento.…”

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“…A pesar de estos hallazgos, los estudios en habla hispana que operacionalizan el constructo AE-Estado en un instrumento son recientes. El único antecedente se focaliza en la adaptación de la versión en español del Test Anxiety Inventory (TAI) a la situación de evaluación (TAI-Estado; Dominguez-Lara, 2016a), mientras que en habla inglesa existen otra versión adaptada del TAI (Hong, 1988), adjetivos (Lotz & Sparfeldt, 2017;Roick & Ringeisen, 2017), o enfocar las respuestas de la sección Estado del Inventario de Ansiedad Rasgo-Estado (Zohar, 1998), para evaluar la AE-Estado.…”

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Evidencia Convergente y Discriminante del TAI-Estado: Influencia de las Estrategias de Afrontamiento Pre-examen

Domínguez-Lara

2018

Docencia univ.

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Evidence of Convergent and Discriminant Validity of TAI-State: Influence of Pre-exam Coping Strategies Evidência convergente e discriminante do TAI-Estado: Influência de estratégias de enfrentamento da ansiedade pré-testes Resumen. El objetivo fue conocer cuánto influyen las estrategias de afrontamiento preexamen (EAPE) sobre la Ansiedad ante Exámenes-Estado (AE-Estado) en estudiantes de psicología para obtener evidencias convergentes y discriminantes del TAI-Estado. En el estudio participaron 156 estudiantes de psicología (115 mujeres) de una universidad privada de Lima Metropolitana, con edades entre 18 y 42 años (M = 22.51). Los instrumentos usados fueron: el Test Anxiety Inventory-Estado (TAI-Estado) y el Coping with Pre-Exam Anxiety and Uncertainty-Breve (COPEAU-B), que evalúa cuatro estrategias. Fue utilizado un análisis factorial confirmatorio para verificar la confiablidad y validez, y modelos de ecuaciones estructurales para evaluar el modelo de investigación. Luego del análisis de regresión estructural, las EAPE explican el 13.3% de la varianza de la AE-Estado, siendo las estrategias orientación a la tarea y búsqueda de apoyo social por razones instrumentales las de mayor influencia (β =-.212 y β = .320, respectivamente). Se discuten las implicancias teóricas y prácticas del estudio.

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Does test anxiety increase as the exam draws near? – Students' state test anxiety recorded over the course of one semester

Cited by 91 publications

References 10 publications

The impact of high stakes oral performance assessment on students’ approaches to learning: a case study

The impact of high stakes oral performance assessment on students’ approaches to learning: a case study

Test anxiety in school-age children: An examination of a national epidemic

Evidencia Convergente y Discriminante del TAI-Estado: Influencia de las Estrategias de Afrontamiento Pre-examen

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