Test Anxiety: A Major Educational Problem and What Can Be Done about It

Hill, Kennedy T.; Wigfield, Allan

doi:10.1086/461395

Cited by 200 publications

(116 citation statements)

References 41 publications

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“…12 A subgroup of individuals who experience anxiety associated with new tasks or approaches may be at a disadvantage with this type of assessment. 16 Indeed, negative feedback (ie, incorrect answers) tends to be most detrimental to performance by individuals who evidence or report a higher level of anxiety 17,18 and some studies have shown that the immediate-feedback format increases anxiety in some students. [10][11][12] Such students may be less comfortable with the immediate feedback approach, and their scores may be lower than those resulting from a more traditional multiple-choice answer format.…”

Section: Discussionmentioning

confidence: 99%

Using Answer-Until-Correct Examinations to Provide Immediate Feedback to Students in a Pharmacokinetics Course

Persky¹,

Pollack²

2008

Am J Pharm Educ

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Objectives. To implement an answer-until-correct examination format for a pharmacokinetics course and determine whether this format assessed pharmacy students' mastery of the desired learning outcomes as well as a mixed format examination (eg, one with a combination of open-ended and fill-inthe-blank questions). Methods. Students in a core pharmacokinetics course were given 3 examinations in answer-untilcorrect format. The format allowed students multiple attempts at answering each question, with points allocated based on the number of attempts required to correctly answer the question. Examination scores were compared to those of students in the previous year as a control.Results. The grades of students who were given the immediate feedback examination format were equivalent to those of students in the previous year. The students preferred the testing format because it allowed multiple attempts to answer questions and provided immediate feedback. Some students reported increased anxiety because of the new examination format. Discussion. The immediate feedback format assessed students' mastery of course outcomes, provided immediate feedback to encourage deep learning and critical-thinking skills, and was preferred by students over the traditional examination format.

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Section: Discussionmentioning

confidence: 99%

Using Answer-Until-Correct Examinations to Provide Immediate Feedback to Students in a Pharmacokinetics Course

Persky¹,

Pollack²

2008

Am J Pharm Educ

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“…The typical 40-minute allotted time for the FCI takes up nearly an entire class period, which may affect the willingness of instructors to use it for pre-post testing in their already crowded schedules. However, less time is often not an option since test anxiety could be raised by any reduction of the time allotted [6]. As a comparison, the Chemistry Concept Inventory was developed with only 20 questions so that it could be administered in a short period of time [7].…”

Section: Introductionmentioning

confidence: 99%

Dividing the Force Concept Inventory into two equivalent half-length tests

Han¹,

Bao²,

Chen³

et al. 2015

Phys. Rev. ST Phys. Educ. Res.

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The Force Concept Inventory (FCI) is a 30-question multiple-choice assessment that has been a building block for much of the physics education research done today. In practice, there are often concerns regarding the length of the test and possible test-retest effects. Since many studies in the literature use the mean score of the FCI as the primary variable, it would be useful then to have different shorter tests that can produce FCI-equivalent scores while providing the benefits of being quicker to administer and overcoming the testretest effects. In this study, we divide the 1995 version of the FCI into two half-length tests; each contains a different subset of the original FCI questions. The two new tests are shorter, still cover the same set of concepts, and produce mean scores equivalent to those of the FCI. Using a large quantitative data set collected at a large midwestern university, we statistically compare the assessment features of the two halflength tests and the full-length FCI. The results show that the mean error of equivalent scores between any two of the three tests is within 3%. Scores from all tests are well correlated. Based on the analysis, it appears that the two half-length tests can be a viable option for score based assessment that need to administer tests quickly or need to measure short-term gains where using identical pre-and post-test questions is a concern.

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“…This finding observed in the study do not support prior studies. A wealth of research reported a strong negative correlation between TA and academic achievement (Spielberger, 1980;Hill & Wigfield, 1984;Sipos, Sipos & Spielberger, 1986;Hebree, 1988;Öner, 1990;Seipp, 1991;Comunian, 1993;Mwamwenda, 1994;Zeidner, 1998;Chapell et al, 2005;McCarthy & Goffin, 2005;Aydın, Yavuz, & Yeşilyurt, 2006;Lashkaripour, 2006;Moore, 2006;Rezazadeh & Tavakoli;Akanbi, 2010;Rana & Mahmood, 2010;Horwitz, 2010;Salehi & Marefat, 2014;Crisan & Copacı, 2015). All have reached the conclusion that academic achievement and test anxiety level have a reverse ratio.…”

Section: Discussionmentioning

confidence: 99%

The Correlation among EFL Learners’ Test Anxiety, Foreign Language Anxiety and Language Achievement

Çakıcı¹

2016

ELT

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The main aim of this study was to investigate the correlation among test anxiety (TA), foreign language anxiety (FLA) and language achievement of university preparatory students learning English as a foreign language. The sample of the research consisted of 301 (211 females, 90 males) attending a one-year EFL preparatory school at Ondokuz Mayıs University, School of Foreign Languages. The TAI (Test Anxiety Inventory) developed by Spielberger (1980), FLCAS (Foreign Language Classroom Anxiety Scale) developed by Horwitz (1986) and the students' language achievement scores were used to collect data. In addition, this study aimed to determine the effect of gender on both TA and FLA. The findings of the study revealed that there was no relation between students' TA and their language achievement. It was also found a significant positive correlation between students' TA and FLA. Besides, the result demonstrated that there was a significant reverse correlation between students' FLA and their language achievement. Following t-test results, it was found out that females exhibited higher mean scores than males in both TAI and FLCAS. Finally, certain suggestions were set for EFL teachers to reduce text anxiety and language learning anxiety in foreign language classroom settings.

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Test Anxiety: A Major Educational Problem and What Can Be Done about It

Cited by 200 publications

References 41 publications

Using Answer-Until-Correct Examinations to Provide Immediate Feedback to Students in a Pharmacokinetics Course

Using Answer-Until-Correct Examinations to Provide Immediate Feedback to Students in a Pharmacokinetics Course

Dividing the Force Concept Inventory into two equivalent half-length tests

The Correlation among EFL Learners’ Test Anxiety, Foreign Language Anxiety and Language Achievement

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