High Stakes High Anxiety:High Stakes, High Anxiety:Testing and Student Stress

Jay Parkes, Ph.D.Educational Psychology

PProgramwww.unm.edu/~parkes

My main resourceMy main resource

Cizek, G. J. & Burg, S.Cizek, G. J. & Burg, S. S. (2006). Addressing test anxiety in a high-stakes environment.Thousand Oaks, CA: C i PCorwin Press.

Are students stressed by testing?Are students stressed by testing?Between 25% and 30% of American students suffer ff t f d bilit ti t i l ti it tieffects of debilitating stress in evaluative situations

(Hill, 1984).Between 34% and 41% of third-through-sixth-grade hild ff t d b t t i t (T B id lchildren are affected by test anxiety (Turner, Beidel,

Hughes, & Turner, 1993).Test anxiety . . . is a common, treatable condition that may lower student performance in up to 10% of themay lower student performance in up to 10% of the school-aged population (Erford & Moore-Thomas, 2004).Approximately 20% of students in upper elementaryApproximately 20% of students in upper elementary school are hindered in demonstrating their ability because of test anxiety (Goonan, 2004).

These bullets are from Cizek & Burg (2006) p. 28

Are students stressed by testing?Are students stressed by testing?

“Current estimates of the percentage ofCurrent estimates of the percentage of students in a classroom affected by test anxiety range from a low of about 1% to a high of over 40%. (Cizek & Burg, 2006, p.29).”Most studies are prior to NCLB.Many studies don’t differentiate large-scale

i f ltesting from classroom assessment.

What is Test Anxiety?What is Test Anxiety?

“. . . the set of phenomenological,. . . the set of phenomenological, physiological, and behavioral responses that accompany concern about possible negative consequences or failure on an exam or similar evaluative situation (p. 27)” (Zeidner, 1998)

Mild Effects of Test AnxietyMild Effects of Test Anxiety

Physiologicaly gRapid breathingSweatingRapid heart rate

BehavioralFidgeting, squirmingPencil-tapping

Emotional & PsychologicalEmotional & PsychologicalVerbal expression of concernResistance to attending school

Moderate Effects of Test AnxietyModerate Effects of Test AnxietyCrying IllnessToileting accidentsEating disturbance

High Blood PressureActing Out

Sleep disturbancePoorer test performance

CheatingNegative attitudes towards self school subjectsperformance self, school, subjects

Extreme Effects of Test AnxietyExtreme Effects of Test Anxiety

Can be comorbid with Overanxious DisorderCan be comorbid with Overanxious Disorder and/or Social Phobia.Suicide

“We live in a test-conscious, test-givingWe live in a test conscious, test giving culture in which the lives of people are in part determined by their test performance.”

Q t f 1959Quote from 1959

“One of the suicides was definitely due toOne of the suicides was definitely due to worry over an approaching examination and the other presumably was. These incidents show that students are taking their examination more and more seriously, and th t th ti l ti b fthat the emotional reactions before examinations is an important problem.”

Quote from 1938Quote from 1938

Who is test anxious?Who is test anxious?

Females > MalesFemales MalesAfrican-American > White (difference disappears by high school)pp y g )Hispanics > WhitesLow Ability > Moderate Ability > High AbilityLow Ability Moderate Ability High AbilityAt Risk > Not at RiskNo data on ELL’sNo data on ELL s

Summarized from Cizek & Burg (2006), Ch. 4

Not all stress is bad stressNot all stress is bad stress

67% of students who failed the MCAS the first67% of students who failed the MCAS the first time said that, as a result, they are working harder in school.65% say they pay more attention in class since failing the MCAS.

These bullets are adapted from from Cizek & Burg (2006) p. 30, citing Mass Insight Education, 2002.

The Yerkes-Dodson Law 1908The Yerkes Dodson Law 1908

Student Tips for Dealing with Test Anxiety

Before the testLearn positive self-talkAvoid “must” self-talk (e.g. “I must do well on this test”).Study well Learn test taking techniques

During the testDuring the testPractice Relaxation Techniques & positive self-talkSkim the test (get the lay of the land)Answer easier questions first; skip harder questions and come back to themPacing and Time ManagementPacing and Time Management

Adapted from Cizek & Burg (2006)

Parent Tips for Dealing with Test Anxiety

Parents are a key component!Parents are a key component!Think long-term – encourage healthy self-esteem, self-concept, self-worth, p ,

Model positive self-talk and attributionsDON’T act short-term with tests (e.g. earlierDON T act short term with tests (e.g. earlier bedtime, “pep talks”, special meals). This HEIGHTENS test anxiety.

Adapted from Cizek & Burg (2006)

Teacher Tips: Before the TestTeacher Tips: Before the Test

Provide basic information about evaluations.Provide basic information about evaluations.Be fair and open about testing.Discuss “worst-case” scenarios carefullyDiscuss worst-case scenarios carefully.Test Preparation

Familiarize them with conditions and formatsFamiliarize them with conditions and formatsTest-taking Skills

Test Time ManagementTest Time ManagementHow to follow directions

Adapted from Cizek & Burg (2006)

Teacher Tips: During the TestTeacher Tips: During the Test

The Testing EnvironmentThe Testing EnvironmentAdequate spaceWell-litWell litAppropriate TemperatureDistraction freeAccommodate student needs (e.g. left- and right-handed desks)

Adapted from Cizek & Burg (2006) Table 6.3

School Tips for Dealing with Test Anxiety

De-emphasize the importance of the test results. Test anxiety hi h i h l hwas higher in schools where:

Teachers were urged to practice test-like activities.Teachers were reminded of the use of scores by the public.Students were encouraged to do their best via daily announcementsStudents were reminded of the importance of getting a good night’s rest eating breakfast etcnight s rest, eating breakfast, etc.

DO communicate that testing is important and that students should do well.DO NOT communicate the adults’ stress to the studentsDO NOT communicate the adults stress to the students. Have counselors and teachers teach relaxation techniques

Adapted from Cizek & Burg (2006)

School Tips for Dealing with Test Anxiety

“All schools for miles and miles around

Must take a special test.

To see who’s learning such and such

To see which school’s the bestTo see which school s the best.

If our small school does not do well,

Then it will be torn down,

And you will have to go to school

In dreary Flobbertown.”

-- Dr. Seuss, Jack Prelutsky, and

Lane Smith, Hooray for Diffendoofer Day!

Adapted from Cizek & Burg (2006)

A Need for Some PerspectiveA Need for Some Perspective

“Tests don’t hurt kids; people with tests hurtTests don t hurt kids; people with tests hurt kids.”Social pressures surrounding testing are p g gmore damaging than testing itself.A serious issue . . . but in its contextEvaluation is part of life and we need to teach our students proactive, positive and productive ways to address it.

ReferencesReferences

Cizek, G. J. & Burg, S. S. (2006). AddressingCizek, G. J. & Burg, S. S. (2006). Addressing test anxiety in a high-stakes environment.Thousand Oaks, CA: Corwin Press. Hughes, B. M. (2005). Study, examinations, and stress: blood pressure assessments in college students. Educational Review, 57(1), 21 – 36.Z id M (1998) T i Th fZeidner, M. (1998). Test anxiety: The state of the art. New York: Plenum Press.

ResourcesResourcesMcDonald, A. S. (2001). The prevalence and effects of test anxiety in school children Educational Psychology 21(1) 89anxiety in school children. Educational Psychology, 21(1), 89-101.Oehlberg, B. E. (2006). Reaching and teaching stressed and anxious learners in grades 4-8: strategies for relieving distress

d t i h l d l Th d O k CAand trauma in schools and classrooms. Thousand Oaks, CA: Corwin Press. The Society for Test Anxiety Research http://www.star-society.org/y gYsseldyke, J., Nelson, J. R., Christenson, S., Johnson, D. R., Dennison, A., Triezenberg, H., Sharpe, M., & Hawes, M. (2004). What we know and need to know about the consequences of high-stakes testing for students with disabilities Exceptionalhigh stakes testing for students with disabilities. Exceptional Children, 71(1), 75-94.