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![Page 1: Take Control of Your Test Anxiety: Reducing Test Anxiety in a Whole- Class Format NYASP Conference 2014 Sara Dool, M.S.Michelle Storie, Ph.D Liverpool.](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649cb25503460f94977721/html5/thumbnails/1.jpg)
Take Control of Your Test Anxiety:Reducing Test Anxiety in a Whole-Class Format
NYASP Conference 2014Sara Dool, M.S. Michelle Storie, Ph.D
Liverpool Central Schools North Syracuse Central Schools
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Agenda• Research• Program Information • Assessment Measure• Intervention• Results • Implementation Tips & Suggestions
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Test Anxiety Background• Test anxiety affects 10-40% of all students (Gregor,
2005)• Beidel and Turner (1988) found that 60% of youth
identified as displaying test anxiety symptoms also met diagnostic criteria for an anxiety disorder
• Test anxiety has been found to be strongly correlated with symptoms of anxiety disorders and affects a student’s academic and testing performance (Beidel & Turner, 1988; Cheek, Bradley, Reynolds, & Coy, 2002)
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Test Anxiety and High-Stakes Tests
• Test anxiety appears to be greater for high-stakes assessments than regular classroom exams
• A study conducted by Segool, Carlson, Von Der Embse, & Barterian (2013) found that students reported significantly greater levels of test anxiety in response to high-stakes test measures in comparison to classroom tests, both for physiological and cognitive symptoms
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Anxiety Intervention Techniques• Cognitive-behavioral techniques have been
found to be effective when working with students with anxiety and have shown average effect sizes of 0.6-1.0 (Cheek, Bradley, Reynolds, & Coy, 2002)
• A meta-analysis conducted by Von Der Embse, Baterian, & Segool (2013) suggested that 9 of 10 studies within the past decade reported positive effect sizes, yet the majority of studies were conducted with high school students
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Anxiety Intervention Techniques
• Far less research has targeted elementary populations
• Those studies that have addressed elementary school students tend to do so in a pull-out format, in which students miss classroom instruction thus potentially increasing anxiety (Cheek, Bradley, Reynolds, & McCoy, 2002)
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Anxiety Intervention Techniques• Cheek, et al. (2002) utilized a “Stop, Drop, and Roll”
technique to address test anxiety in 16 students identified as test-anxious, and found not only improvements in self-reported test anxiety, but successful testing performance in the majority of students who took the statewide tests
• Of the 16 students selected for inclusion in the intervention, 50% had failed the reading portion of a benchmark test while 67% had failed the math portion. Following the intervention, 75% of students passed the reading test, while 94% passed the math portion
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Current Study• Researchers attempted to incorporate the
effective techniques from the meta-analysis, as well as the Cheek, et al. (2002) study, and adapt them to elementary school students in a whole-class setting
• A primary goal was to implement a classwide intervention with the focus of decreasing test anxiety and providing strategies that could be easily utilized and accessed by the students
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Reason For Referral
• Fourth grade teacher reports of high levels of test anxiety
• Several students already participating in small group or individual counseling due to anxiety
• High level of teacher interest in a grade level intervention focusing on the reduction of test anxiety
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Sample
• Suburban/rural school district• K-6 elementary school• 3 fourth grade classrooms• 38 students
– 20 females– 18 males
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Assessment Measure
• Westside Test Anxiety Scale (Driscoll, 2004) – brief, 10 item instrument designed to screen and identify students who could benefit
from an anxiety-reduction intervention– 6 of the items assess performance impairment
• i.e. “I lose focus on important exams and can’t remember the material I knew before the exam”
– 4 items examine worry and fears of failure• i.e. “During important exams, I think that I am doing awful or that I may fail”.
– rate each item on a scale of 1 to 5• 1 = never true and 5 = always true
– Responses are summed and divided by 10 to determine a score meaning• 1.0 to 1.9 = comfortably low test anxiety • 2.0 to 2.5 = average test anxiety• 2.5 to 2.9 = high normal test anxiety• 3.0 to 3.4 = moderately high test anxiety• 3.5 to 3.9 = high test anxiety• 4.0 to 5.0 = extremely high test anxiety
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Westside Test Anxiety ScaleRate how true each of the following is of you, from extremely or always true, to not at all or never true.Use the following 5 point scale. Circle your answers:5 4 3 2 1extremely highly moderately slightly not at allalways usually sometimes seldom nevertrue true true true true__ 1) The closer I am to a major exam, the harder it is for me to concentrate on the material.5 4 3 2 1__ 2) When I study for my exams, I worry that I will not remember the material on the exam.5 4 3 2 1__ 3) During important exams, I think that I am doing awful or that I may fail.5 4 3 2 1__ 4) I lose focus on important exams, and I cannot remember material that I knew before the exam.5 4 3 2 1__ 5) I finally remember the answer to exam questions after the exam is already over.5 4 3 2 1
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Westside Test Anxiety Scale__ 6) I worry so much before a major exam that I am too worn out to do my
best on the exam.5 4 3 2 1__ 7) I feel out of sorts or not really myself when I take important exams.5 4 3 2 1__ 8) I find that my mind sometimes wanders when I am taking important exams.5 4 3 2 1__ 9) After an exam, I worry about whether I did well enough.5 4 3 2 1__ 10) I struggle with written assignments, or avoid doing them, because I feel that whatever I do will not be good enough. I want it to be perfect.5 4 3 2 1_____ Sum of the 10 questions< _____ > Divide the sum by 10. This is your Test Anxiety score.Name ____________________ phone _____________ email ____________________• School ____________© 2004 by Richard Driscoll, Ph.D.You have permission to copy this material.
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Baseline Data
comfortably low test anxiety
average test anxiety
high normal test anxiety
moderately high test anxiety
high test anxiety
extremely high test anxiety
0 1 2 3 4
Classroom 1 Self-Ratings
# of Students Per Category
Wes
tsid
e T
est A
nxie
ty S
cale
Cat
egor
ies
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Baseline Data
comfortably low test anxiety
average test anxiety
high normal test anxiety
moderately high test anxiety
high test anxiety
extremely high test anxiety
0 1 2 3 4 5 6
Classroom 2 Self-Ratings
# of Students Per Category
Wes
tsid
e T
est A
nxie
ty S
cale
Cat
egor
ies
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Baseline Data
comfortably low test anxiety
average test anxiety
high normal test anxiety
moderately high test anxiety
high test anxiety
extremely high test anxiety
0 1 2 3 4
Classroom 3 Self-Ratings
# of Students Per Category
Wes
tsid
e T
est A
nxie
ty S
cale
Cat
egor
ies
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Baseline Data Summary
• 18 out of 38 fourth graders self-rated on the pre-assessment that they experience “moderately high”, “high”, and “extremely high” levels of test anxiety
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Intervention• 25 minutes per classroom• 1x week for 7 weeks• Lesson foci:
– General knowledge of test anxiety– Relaxation techniques– Positive self-talk– Note taking strategies– Study skills– Test-taking strategies– Review and practice
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Lesson 1-Introduction to Test Anxiety
• Fly Swatter Game
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Lesson 2- Deep Breathing & Yoga
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Lesson 3- Progressive Muscle Relaxation & Guided Imagery
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Lesson 4- Positive Self-Talk
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Lesson 5- Note Taking & Study Skills
• Listen carefully for clues from teacher- “This is important”
• Ask questions• Organize notes by topic• Find out key information-what will be on
test, type of test• Find a quiet place• Map out study sessions• Set a goal for each study time- “I will
review 2 pages of math notes”• Take short breaks• Cover up notes & summarize out loud• Make flashcards & practice with study
buddy• Crazy phrases & silly sentences,
acronyms, pictures
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Lesson 6- Test-Taking Strategies
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Lesson 7- Review
• Summarized & reviewed all strategies discussed
• Students played Fly Swatter review game• Students completed the post-assessment
with the Westside Test Anxiety Scale• Also completed a survey regarding their
perceptions of the program
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Results
comfortably low test anxiety
average test anxiety
high normal test anxiety
moderately high test anxiety
high test anxiety
extremely high test anxiety
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5
Classroom 1 Self-Ratings
self-rating tally post-intervention
self-rating tally pre-intervention
# of Student per Category
Wes
tsid
e T
est A
nxie
ty S
cale
Cat
egor
ies
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Results
comfortably low test anxiety
average test anxiety
high normal test anxiety
moderately high test anxiety
high test anxiety
extremely high test anxiety
0 1 2 3 4 5 6
Classroom 2 Self-Ratings
self-rating tally post-intervention
self-rating tally pre-intervention
# of Students per Category
Wes
tsid
e T
est A
nxie
ty S
cale
Cat
egor
ies
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Results
comfortably low test anxiety
average test anxiety
high normal test anxiety
moderately high test anxiety
high test anxiety
extremely high test anxiety
0 1 2 3 4 5 6
Classroom 3 Self-Ratings
self-rating tally post-intervention
self-rating tally pre-intervention
# of Students per Category
Wes
tsid
e T
est A
nxie
ty S
cale
Cat
egor
ies
![Page 29: Take Control of Your Test Anxiety: Reducing Test Anxiety in a Whole- Class Format NYASP Conference 2014 Sara Dool, M.S.Michelle Storie, Ph.D Liverpool.](https://reader035.fdocuments.in/reader035/viewer/2022062712/56649cb25503460f94977721/html5/thumbnails/29.jpg)
Results Summary
• Pre-intervention– 18 out of 38 fourth graders rated test anxiety levels in the
“moderately high”, “high”, or “extremely high” range
• Post-intervention– Only 9 out of 38 fourth graders reported abnormal levels
of test anxiety
• Intervention met the goal of decreasing # of students self-reporting “moderately high”, “high”, and “extremely high” levels of test anxiety
• Effect size= -.58 (medium range)
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Effect Size
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Tips/Suggestions for Implementation
• Blanket consent form distributed to all with “opt-out” option
• Target teachers with more high-stakes testing• Begin with an icebreaker for rapport• Have the teachers participate to help teach them
how to utilize the strategies effectively• Incorporate hands-on activities when possible
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References• http://www.youtube.com/watch?v=Uxbdx-SeOOo
click angry bird for 4-7-8 breathing• http://www.youtube.com/watch?v=CITc2AxYnPY
click poses for yoga video• https://www.youtube.com/watch?v=aaTDNYjk-
Gw progressive muscle relaxation• http://www.teacherspayteachers.com/Product/A-Tr
ip-to-the-Grand-Canyon-A-Visual-and-Physical-Exercise-for-Students-632622 grand canyon guided imagery
• http://www.teacherspayteachers.com/Product/Study-Skills-Bingo-32-Unique-Cards-787964 study skills bingo
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References• Beidel, D. & Turner, S. (1988). Comorbidity of test anxiety and other
anxiety disorders in children. Journal of Abnormal Psychology, 16(3), 275-287.
• Cheek, J. R., Bradley, L. J., Reynolds, J. & Coy, D. (2002). An intervention for helping elementary students reduce test anxiety. Professional School Counseling, 6(2), 162-165.
• Driscoll, R. (2004). Westside Test Anxiety Scale. Retrieved from http://files.eric.ed.gov/fulltext/ED495968.pdf.
• Gregor, A. (2005). Examination anxiety: live with it, control it or make it work for you? School Psychology International Journal, 26(5), 617-635.
• Larson, H. A., Yoder, A., Johnson, C., El Rahami, M., Sung, J., & Washburn, F. (2010). Test anxiety and relaxation training in third-grade students. Eastern Education Journal, 39(1), 13-22.
• Segool, N., Carlson, J., Goforth, A., Von Der Embse, N., & Barterian, J. (2013). Heightened test anxiety among young children: elementary school students’ anxious responses to high-stakes testing, Psychology in the Schools, 50(5), 489-499.
• • Von Der Embse, N., Barterian, J., & Segool, N. (2013). Test anxiety
interventions for children and adolescents: a systematic review of treatment studies from 2000-2010, Psychology in the Schools, 50(1), 57-71.