They want to do their best work so that they do not let anyone down with their performance. The pressure to do well usually heightens exam stress. Also, if the learner is working towards a scholarship or particular academic goal, performing well on a test will be of paramount importance. Learners may also perceive
For example, decrease in importance of high-stakes and use diverse strategies. Most of the disadvantages of it effects the school, teachers, and students as a whole not just individually. Many problems have occurred from these tests such as test taking anxiety, competition between teachers, racial and poverty inequalities, and devotion towards tests. These reasons show how standardized tests are not helping schools and students, but, hurting them. Effects of student test taking are said to lead to test related nervousness.
Consequently, neither of those situations is something that teachers can help with since it is up to the student to learn. Another issue with using standardized tests is that several students experience extreme stress or nervousness about the test. This automatically causes students to perform inadequately on the test. Several people who in any other circumstance would be brilliant at a subject would now earn a poor score as a result of them performing poorly on tests. This is not fair to the people who are exceptionally knowledgeable in a subject and just become stressed easily.
Often, standardized tests are presented in the form of high stakes tests, which are assessments that have a major decision attached to them. It is essential to earn a high score on these assessments to allow the student to move forward in life, and this necessity causes test anxiety. Many students like Juliet, excel in their classes and study for hours before the assessment, but still receives a low scoring grade as a result of their test anxiety. A study conducted by Segool and his colleagues found that standardized tests induce more test anxiety in elementary students than classroom tests do (Wood et al. 235).
Means, standard deviations, and frequencies will be reported for sample’s variables. For first hypothesis inferential data analyses will be used to test the correlation between independent variable ( coping cat program ) and dependent variable ( level of anxiety ) by using parametric test ( Regression Analyses ) to test whether children in the experimental condition will be showed a stronger decrease in anxiety symptoms at 3-months follow up compared to the control group. Inferential data analyses will be used to test second hypothesis (People who had not improved over the three month following the intervention when compared to those who had improved will have less improvement in seventy of anxiety symptoms from coping cat program) the test that will be used to compare between the mean of people who had improved and people who had not improved is parametric test (paired t – test). To test third hypothesis on a 5-point Likert scale, any item with a mean value above 3 will be considered as a factor that contributes positively to decrease anxiety level. Possible Limitation of
According to her performance on the upper middle school level word list, Tessa read a total score of 60% on the upper middle school grade word list, representing a frustration level. Although Tessa’s frustration level was determined, she was presented the high school word list and obtained a score of 35%. Tessa appeared confident throughout the word identification assessment and exhibited a positive behavior as the word lists became increasingly difficult to read. She demonstrated word identification strategies in solving several words, however, as the words became increasingly difficult for Tessa she would not attempt to sound out the words and simply stated she
Some teachers say it takes time from instructing and teaching. In short, students will benefit if the number of quizzes and tests are decreased. First of all, there has been a negative impact on students’ mental health because of the multitudes of tests and quizzes. There have been multiple accounts of students having panic attacks, crying themselves to sleep, vomiting from their stress, and headaches. Christina Simpson writes that“Articles in the press provide reports of individual students experiencing a variety of stress-related symptoms in connection to standardized testing, such as stomach aches, sleep problems, headaches, and anxiety attacks.”(6) Parents are having serious concern
Neither of those situations is something that teachers can help with since it is up to the student to learn. Another issue with using standardized tests is that several students get extremely stressed or nervous about the test. This automatically causes students to perform inadequately on the test. Several people who in any other circumstance would be brilliant at a subject would now earn a poor score as a result of them performing poorly on tests. This is not fair to the people who are exceptionally knowledgeable in a subject and just become stressed easily.
Scores range from twenty to eighty with higher scores suggesting greater levels of anxiety; low scores represent mild anxiety, medial scores moderate anxiety and higher scores indicate severe anxiety. Also, both scales Y1 and Y2 contain direct and reverse-worded items (Gros, et al., 2007). Particularly, direct-worded items include statements like ‘I feel worried’, which indicates presence of anxiety in state-anxiety and ‘I worry too much over something that really doesn’t matter’ for trait-anxiety and reverse-worded items like ‘I feel secure’, which represent the absence of
As a result, some schools are finding it tough to score above average on these test giving teachers no option, but to focus solely on learning outcomes that meet high stake test requirements. Additionally, students with low test score were always pressured by their teacher to achieve high test, scores and when they did not produce higher results, some educator, believed, if they punished the student they would become more serious with schooling and work hard to avoid the pressure or humiliating punishments (Hurley, 2007). I used to be an advocate of high stakes testing, but now I oppose high stakes testing sine I have seen first hand myself the damage it does to a student. Also, I several educators and professional use high stakes test results as a single indicator for measuring a person's competence or determining their future outcome, even though research has proven these tests is highly