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ERIC Number: EJ964180
Record Type: Journal
Publication Date: 2012
Pages: 8
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1045-988X
Test Anxiety and High-Stakes Test Performance between School Settings: Implications for Educators
von der Embse, Nathaniel; Hasson, Ramzi
Preventing School Failure, v56 n3 p180-187 2012
With the enactment of standards-based accountability in education, high-stakes tests have become the dominant method for measuring school effectiveness and student achievement. Schools and educators are under increasing pressure to meet achievement standards. However, there are variables which may interfere with the authentic measurement of student achievement, such as test anxiety. In addition, test anxiety has risen with the use of test-based accountability. This study investigates the prevalence of test anxiety among high school students on a high-stakes test and potential differences on the basis of socioeconomic status. Results indicated significant correlations between anxiety subscales and test performance. Implications for management of anxiety, academic achievement, educational practice, and issues of efficacy are considered. (Contains 6 tables and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio