Person misfit, test anxiety, and test-taking motivation in a large-scale mathematics proficiency test for self-evaluation

2020 ◽  
Vol 67 ◽  
pp. 100910
Author(s):  
Christian Spoden ◽  
Jens Fleischer ◽  
Andreas Frey
Keyword(s):  
Test Anxiety ◽  
Large Scale ◽  
Proficiency Test ◽  
Mathematics Proficiency ◽  
Self Evaluation ◽  
Test Taking

Effects of Massed versus Distributed Practice of Test Taking on Achievement and Test Anxiety

1994 ◽  
Vol 74 (3) ◽  
pp. 915-919 ◽  
Author(s):  
John W. Zimmer ◽  
Dennis J. Hocevar
Keyword(s):  
Test Anxiety ◽  
Distributed Practice ◽  
Final Examination ◽  
Test Taking ◽  
Distributed Testing ◽  
Quasi Experimental ◽  
Initial Sessions ◽  
Final Examination Performance ◽  
Testing Condition ◽  
And Control

The effects of massed versus distributed practice on achievement and test anxiety were investigated using a quasi-experimental design employing 56 college students under two conditions. Test anxiety was assessed using Sarason's four-dimensional Reactions to Tests, while classroom achievement was measured on tests using multiple-choice applications. Experimental subjects were given four Reactions to Tests items and 10-item examinations on a weekly basis for 10 weeks, while control subjects had only a 100-item final examination. Analysis indicated (1) significantly higher final examination performance for the distributed testing condition; (2) a significant reduction in test anxiety between initial sessions and the remainder of the term in the distributed testing condition; (3) no difference in test anxiety between the distributed testing and control conditions when test anxiety was assessed at the end of the term; and (4) nonsignificant correlations between test anxiety dimensions of the Reactions to Tests and achievement in both the control and distributed testing conditions. Results support the contention that relationships between achievement and test anxiety may be more complex than previously thought.

scholarly journals International Students’ Perceptions of Workplace Experiences in Australian Study Programs: A Large-Scale Survey

2018 ◽  
Vol 23 (2) ◽  
pp. 248-264 ◽  
Author(s):  
Georgina Barton ◽  
Kay Hartwig ◽  
Anh Hai Le
Keyword(s):  
International Students ◽  
Large Scale ◽  
International Student ◽  
Self Evaluation ◽  
Workplace Experiences ◽  
Workplace Experience ◽  
Foreign Countries ◽  
Study Programs ◽  
Large Scale Survey ◽  
Work Integrated Learning

Across the globe, there are increased numbers of students undertaking university-level study in foreign countries. Many of the programs they enroll in include a workplace experience (also known as work integrated learning, internship, and/or practicum). The Work Placement for International Student Programs (WISP) project was conducted across Australia and aimed to identify current practices related to international students’ workplace experiences as well as develop resources to improve these experiences overall. This article focuses on an Australian large-scale survey ( n = 252) designed to explore international students perceptions of workplace experiences. Results showed that students rated overall workplace experience highly; however, their confidence in completing assessment items where reflection and self-evaluation were required was a concern. Students also rated self-perception of employability as uncertain despite having positive experiences in the workplace context. Findings showed that there is a need for universities to better support international students in completing reflective and self-evaluative assessment. In addition, more work needs to be done to improve confidence levels of international students around employability.

scholarly journals Test-takers’ perspectives on a global test of English: questions of fairness, justice and validity

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
M. Obaidul Hamid ◽  
Ian Hardy ◽  
Vicente Reyes
Keyword(s):  
Large Scale ◽  
English Language ◽  
Ethical Issues ◽  
Relevant Literature ◽  
Empirical Work ◽  
Language Testing ◽  
Global Test ◽  
Test Taking ◽  
Global Tests ◽  
Test Taking Strategies

Abstract Although language test-takers have been the focus of much theoretical and empirical work in recent years, this work has been mainly concerned with their attitudes to test preparation and test-taking strategies, giving insufficient attention to their views on broader socio-political and ethical issues. This article examines test-takers’ perceptions and evaluations of the fairness, justice and validity of global tests of English, with a particular focus upon the International English Language Testing System (IELTS). Based on relevant literature and theorizing into such tests, and on self-reported test experience data gathered from test-takers (N = 430) from 49 countries, we demonstrate how test-takers experienced fairness and justice in complex ways that problematized the purported technical excellence and validity of IELTS. Even as there was some evidence of support for the test as a fair measure of students’ English capacity, the extent to which it actually reflected their language capabilities was open to question. At the same time, the participants expressed concerns about whether IELTS was a vehicle for raising revenue and for justifying immigration policies, thus raising questions about the justness of the test. The research foregrounds the importance of focusing attention upon the socio-political and ethical circumstances that currently attend large-scale, standardized English language testing.

Efficacy of Test-Wiseness on Test Anxiety and Reading Achievement among Black Youth

1977 ◽  
Vol 41 (3_suppl) ◽  
pp. 1135-1140 ◽  
Author(s):  
John M. Dillard ◽  
Jacqueline Warrior-Benjamin ◽  
David W. Perrin
Keyword(s):  
Test Anxiety ◽  
Standardized Test ◽  
Black Children ◽  
Self Concept ◽  
Test Results ◽  
Lower Socioeconomic Status ◽  
Test Taking ◽  
Lower Socioeconomic ◽  
Treatment Procedures ◽  
Standardized Test Results

This investigation examined the effects of test-wiseness on test anxiety, self-concept, and standardized test results. Test-anxious subjects (60 black children in grade 6 and of lower socioeconomic status) experiencing high test anxiety, low self-concept, deficiency in test-taking skills, and reading two levels below appropriate levels were treated with three treatment procedures: test-wiseness skills, applied test-taking self-concept skills, or no treatment (non-experimental group). Three measures were used to assess the independent variables. The results showed that teaching test-wiseness was significantly effective in reducing test anxiety and improving test-score results; however, applied test-taking self-concepts were not significantly improved.

scholarly journals Learning to read does not compete with face and object recognition

2019 ◽  
Author(s):  
Jeroen van Paridon ◽  
Markus Ostarek ◽  
Mrudula Arunkumar ◽  
Falk Huettig
Keyword(s):  
Object Recognition ◽  
Large Scale ◽  
Written Language ◽  
Socioeconomic Background ◽  
Visual Object ◽  
Visual Object Recognition ◽  
Learning To Read ◽  
Test Taking ◽  
Object Categories ◽  
General Object

Human cultural inventions, such as written language, are far too recent for dedicated neural infrastructure to have evolved in its service. Culturally newly acquired skills (e.g. reading) thus ‘recycle’ evolutionarily older circuits that originally evolved for different, but similar functions (e.g. visual object recognition). The destructive competition hypothesis predicts that this neuronal recycling has detrimental effects on the cognitive functions a cortical network originally evolved for. The converse possibility is that learning to read fine-tunes general object recognition mechanisms, resulting in improved recognition across categories. In a large-scale behavioral study with literate, low-literate, and illiterate participants from the same socioeconomic background we find that even after adjusting for cognitive ability and test-taking familiarity, literacy is associated with an increase, rather than a decrease, in object recognition abilities across object categories. These results are incompatible with the claim that neuronal recycling results in destructive competition.

scholarly journals Re-examining the relation of Core self-evaluations and Academic performance: Investigating the mediating role of Cognitive test-anxiety

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Sreeparna Kar ◽  
Keyword(s):  
Academic Performance ◽  
Test Anxiety ◽  
Mediating Effect ◽  
Cognitive Test ◽  
Self Evaluation ◽  
Mediating Role ◽  
Analysis Process ◽  
Cognitive Test Anxiety ◽  
Core Self

The present study attempted to investigate the mediating effect of Cognitive Test-anxiety (CTA) between the relation of Core Self-evaluation (CSE) and academic performance. Sample consisted of 599 class 12 students from different schools in Kolkata belonging to both English and Bengali medium schools and from both science and humanities streams. Subjects were selected according to the inclusion criteria to maintain homogeneity of sample. To carry out mediation analysis PROCESS macro for SPSS by Preacher & Hayes, 2004 was used. Data was analyzed using SPSS 22 version. Results showed CSE positively predicted academic performance which was significantly mediated by CTA. It can be said that CSE being a dispositional variable its relation with academic performance can be strengthened or weakened by underlying cognitive factors, one important among them being CTA which predisposes an individual to experience anxiety in evaluative situations thereby lowering performance.

scholarly journals Not just words! Effects of a light-touch randomized encouragement intervention on students’ exam grades, self-efficacy, motivation, and test anxiety

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0256960
Author(s):  
Tamás Keller ◽  
Péter Szakál
Keyword(s):  
Test Anxiety ◽  
Self Efficacy ◽  
Large Scale ◽  
Online Survey ◽  
Secondary Analysis ◽  
Average Treatment Effect ◽  
The Self ◽  
School Life ◽  
Primary Analysis ◽  
And Control

Motivated by the self-determination theory of psychology, we investigate how simple school practices can forge students’ engagement with the academic aspect of school life. We carried out a large-scale preregistered randomized field experiment with a crossover design, involving all the students of the University of Szeged in Hungary. Our intervention consisted of an automated encouragement message that praised students’ past achievements and signaled trust in their success. The treated students received encouragement messages before their exam via two channels: e-mail and SMS message. The control students did not receive any encouragement. Our primary analysis compared the treated and control students’ end-of-semester exam grades, obtained from the university’s registry. Our secondary analysis explored the difference between the treated and control students’ self-efficacy, motivation, and test anxiety, obtained from an online survey before students’ exams. We did not find an average treatment effect on students’ exam grades. However, in the subsample of those who answered the endline survey, the treated students reported higher self-efficacy than the control students. The treatment affected students’ motivation before their first exam—but not before their second—and did not affect students’ test anxiety. Our results indicate that automated encouragement messages sent shortly before exams do not boost students’ exam grades, but they do increase self-efficacy. These results contribute to understanding the self-efficacy mechanism through which future encouragement campaigns might exert their effect. We conclude that encouraging students and raising their self-efficacy might create a school climate that better engages students with the academic aspect of school life.

scholarly journals Intervensi Terintegrasi untuk Menurunkan Kecemasan terhadap Tes Pada Siswa Sekolah Dasar

2018 ◽  
Vol 7 (1) ◽  
pp. 1-17
Author(s):  
Gita Widya Laksmini Soerjoatmodjo
Keyword(s):  
Test Anxiety ◽  
Study Skills ◽  
Single Subject ◽  
Access To Education ◽  
Systematic Desensitization ◽  
Test Taking ◽  
Integrated Intervention ◽  
Task Oriented ◽  
The Relationship

Sekitar 10 juta anak dan remaja tidak berprestasi optimal akibat kecemasan tinggi terhadap tes. Apabila tidak diatasi, hal ini bisa jadi ganjalan sepanjang bersekolah dan mempengaruhi akses pendidikan dan pekerjaan. Maka intervensi kecemasan terhadap tes menjadi penting dalam psikologi pendidikan. Tulisan ini meneliti efektivitas intervensi terintegrasi terhadap kecemasan terhadap tes. Intervensi 12 sesi ini terdiri dari systematic desensitization, keterampilan belajar dan keterampilan mengerjakan tes untuk satu orang subyek yaitu siswi kelas V SD; edukasi instruksi yang menenangkan untuk orang tua dan edukasi instruksi berorientasi pada tugas untuk guru. Penelitian ini menggunakan single-subject multifactor baseline (A-B) design. Hasil penelitian menunjukkan intervensi terintegrasi efektif menurunkan kecemasan terhadap tes. Penelitian ini menyarankan penelitian lanjutan tentang hubungan tingkat inteligensi, kemampuan metakognisi dengan kecemasan terhadap tes, serta perbandingan efektivitas intervensi terintegrasi untuk kelompok umur berbeda. Selain itu, perlu ada penelitian yang membandingkan efektivitas intervensi terintegrasi - yaitu intervensi untuk subyek dengan melibatkan orang tua dan guru – dengan intervensi yang khusus ditujukan pada subyek tanpa melibatkan orang tua atau guru. Penelitian ini juga menyarankan kajian lanjutan tentang intervensi kecemasan terhadap tes untuk orang tua serta guru. Around 10 million children and adolescents are hindered from their optimum achievements due to high test anxiety. When left untreated, it can serve as an obstacle throughout their school years and impact their access to education and work. Hence intervention to test anxiety is key in educational psychology. This writing examines the effectiveness of integrated intervention to test anxiety. This 12-session intervention comprises of systematic desensitization, study skills and test taking skills to one subject, one student in her 5th grade of elementary school, reassuring instruction education for her parents and task-oriented education for her teachers. This research uses single-subject multifactor baseline (A-B) design. The result shows that this integrative intervention is effective in decreasing test anxiety. It recommends further research to examine the relationship between intelligence and metacognition capacity to test anxiety as well as its effectiveness to different age group. Furthermore, a follow-up research to compare the effectiveness of integrated intervention involving parents and teachers and one that targets subject-only, as well as parents-only and teachers-only.  

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