Test Anxiety: A Multifaceted Study on the Perceptions of Teachers, Principals, Counselors, Students, and Parents

Mulvenon, Sean W.; Stegman, Charles E.; Ritter, Gary W.

doi:10.1207/s15327574ijt0501_4

Cited by 43 publications

(36 citation statements)

References 8 publications

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“…Due to the obligation to focus on raising students' test scores in a fixed teaching schedule, the teachers' autonomy to carry out two-way interactive listening exercises was unfortunately sacrificed. This is in line with previous research, in which parents' expectations of, and involvement in, their children's academic performance has been found to shape teaching and learning in school (Cheng et al 2011;Linn 1993;Mulvenon et al 2005). Moreover, the teachers' and school authorities' responses to the test were found to fluctuate with their students' English language proficiency.…”

Section: Discussionsupporting

confidence: 91%

Impacts of the Test of English Listening Comprehension (TELC) on teachers and teaching in Taiwan

Chou¹

2017

Asian. J. Second. Foreign. Lang. Educ.

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High-stakes testing has frequently exerted a strong influence on teaching and learning in educational contexts. In 2012, the Ministry of Education passed legislation that made the new Test of English Listening Comprehension a requirement for the University Entrance Examination. The present study investigated how far the launch of the new English listening test has impacted on English teachers and their instructional practices in senior high school. This research involved a semi-structured interview with 20 senior high school English teachers in Taiwan. The findings revealed a complicated entanglement of external and internal factors that influenced the degree and intensity of test impact on teachers and teaching. The new national English listening test was found to have both positive and negative effects on teachers. While how the listening instruction was delivered was affected by teachers' pedagogic knowledge and past experiences in teaching and learning, the frequency of instructional practice was constrained by the key stakeholders, such as parents' and students' expectations.

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Section: Discussionsupporting

confidence: 91%

Impacts of the Test of English Listening Comprehension (TELC) on teachers and teaching in Taiwan

Chou¹

2017

Asian. J. Second. Foreign. Lang. Educ.

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“…Research has demonstrated that some of the adverse effects of high-stakes testing on students include illness, anxiety, and heightened levels of stress (Triplett, Barksdale, & Leftwich, 2003). Many parents and educators believe that standardized tests are responsible for creating anxiety and tension in students (Mulvenon, Stegman, & Ritter, 2005). This is not an unreasonable speculation since there has been a steady increase in the prevalence of test anxiety among students over the decades.…”

Section: Introductionmentioning

confidence: 99%

Test Anxiety, Computer -Adaptive Testing, and the Common Core

Colwell

2013

Journal of Education and Training Studies

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This paper highlights the current findings and issues regarding the role of computer-adaptive testing in test anxiety. The computer-adaptive test (CAT) proposed by one of the Common Core consortia brings these issues to the forefront. Research has long indicated that test anxiety impairs student performance. More recent research indicates that taking a test in a CAT format can affect the ability estimates of students with test anxiety. Inaccurate measures of ability are disconcerting because of the threat they pose to the validity of test score interpretation. This paper raises concerns regarding how the implementation of a computer-adaptive test for a large-scale common core assessment system could differentially affect students with test anxiety. Issues of fairness and score comparability are raised, and the implications of these issues are discussed.

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“…Also, in spite of the evidence from previous research that parents often play an important role in shaping teaching and learning in schools (Linn, 1993) and that there is a relationship between parents' involvement and their children's learning (Mulvenon, Stegman, & Ritter, 2005), little attention has been paid to parents also in previous impact/washback studies. Furthermore, studies that have linked both stakeholders' perceptions are non-existent.…”

mentioning

confidence: 99%

Impact and consequences of school-based assessment (SBA): Students’ and parents’ views of SBA in Hong Kong

Cheng

Andrews

2011

Language Testing

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School-based assessment (SBA) has recently been introduced into the Hong Kong Certificate of Education Examinations (HKCEE) in English. The present study was conducted within the context of this assessment change to investigate students' and parents' perceptions of the impact of SBA. Two surveys were employed to explore students' and parents' perceptions of SBA and their perceptions of the impact of SBA on learning. The results from the student survey demonstrated a relationship between students' perceptions of SBA-related learning activities and their perceptions of their own language competence. The results also showed significant differences between students' perceptions of the learning activities they had taken part in during the previous school year and those they were currently engaging in. In addition, parents' perceptions of SBA and the opportunities for them to know about SBA significantly and positively predicted their support for their children's SBA learning. Parents' education level and the amount of time they spent with their child daily also predicted their support for their children's SBA learning, though to a lesser extent. Further, parents' perceptions about the SBA are directly and significantly related to their children's perceptions about SBA. Taking the results from both students' and parents' surveys together, we have gained a better understanding of the complexity of the impact of SBA within the Hong Kong educational context, as perceived by students and their parents. Keywordsimpact and consequences, school-based assessment (SBA), students and parents As part of the worldwide movement to combine assessment of learning with assessment for learning in order to promote students' learning, standards-referenced school-based assessment (SBA) has recently been introduced into the Hong Kong Certificate of Language Testing 28(2) 221-249

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Test Anxiety: A Multifaceted Study on the Perceptions of Teachers, Principals, Counselors, Students, and Parents

Cited by 43 publications

References 8 publications

Impacts of the Test of English Listening Comprehension (TELC) on teachers and teaching in Taiwan

Impacts of the Test of English Listening Comprehension (TELC) on teachers and teaching in Taiwan

Test Anxiety, Computer -Adaptive Testing, and the Common Core

Impact and consequences of school-based assessment (SBA): Students’ and parents’ views of SBA in Hong Kong

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