Theresa: Test-Taking Anxiety

I cannot believe that it is already the end of the first quarter! I am glad to say that I managed to input my grades and finish the IEP report cards well before they were due! I am starting to feel the effects of way too many things going on at once in my classroom and I really think my students are starting to feel it too.

Last week we took yet another standardized assessment. This one is a new one for us; it is based on the new Common Core State Standards. I really have mixed feelings on the assessment. I understand that my school district is trying to get a baseline for where the students are performing on the new Common Core State Standards. But is it fair to expect students to do really well on an exam revolving around standards that they are not being taught and to which the curriculum is not yet aligned?

During the test, my students and I became frustrated with each other when it came time for the math constructed response. I was reading the test to those students with audio accommodations for assessments. While I was reading one of the questions, I realized that I did not fully understand what the question was asking the students to do. So, as I went around to the individual students I would reread the question to them, hoping to clarify it for them. Each time I read the question I became more and more confused on what the question was asking them to do. If I could not figure out the question, how could I expect my students to be able to answer it? I have never had that experience before. Watching my students struggle with the constructed response question was painful. My students were at such a loss about what to do, they could not even write anything down!

I wish I could say that scoring my students responses was less painful for me, but it was not. I had to score my students constructed responses for reading and math using a rubric, giving each test item a score of Novice, Practitioner, or Expert. As I was looking at the rubric, I realized that most of my student’s responses would fall into the Novice category. But what frustrated me was that the scoring was set up in such a way that my students would most likely never get an Expert score. For the majority of the test items, in order to get a score of Expert, the student would need to give the correct answer and more information than the question asked. I know that some of my students are capable of getting the correct answer, but will more than likely not give more information than the question is asking for.

I do my best to make taking standardized assessments as easy as possible for my students.  This often includes fun pencils and a handful of candy to eat during the test.  But, while I can help them with the  actual taking of the test, I can’t give them knowledge that they do not have.

How do you handle your students reactions when they do not feel successful and become frustrated while taking grade level standardized assessments?

Comments

[Brooke Duckett]

I myself can relate to test anxiety from a student view and from a teacher view. Even to this day I get anxious when taking tests. I as a teacher have seem students get upset and frustrated taking tests. I understand that the standardized tests in some way serve a purpose but I at the same time feel that they put to much value on one test when they should also take into account what the year has looked like. I have seem students who really knew the material get so stressed out or have had a bad day not do as well as expected just because of test anxiety. I really try and encourage my students to do their best and take it one quesiton at a time.

[Maria]

This is such a difficult situation because though standardized tests do serve a basic purpose, they do not always show what students actually know and can do. In order to help my students not become frustrated, I also give out pencils, candy, and mints during the testing. On top of that, I constantly remind them that they are all smart and have their own unique talents, and I tell them that sometimes I do not even understand some questions. If there is a question that I come across that I do not understand, I tell them that to not stress out about it, but just give it their best shot. My philosophy in the classroom is that it is better to try and fail then to not try at all. Overall, to ensure that students don't get frustrated during standardized tests is to give constant encouragement and support.

[Lauren]

I can relate to this test-taking experience. I have had moments in my classroom while administering a test in which I was confused by which answer was correct. Many times, it feels as if test items trick and confuse students instead of objectively measuring what they have learned.

I handle my students' frustration by offering as much positive encouragement as I can. While they are taking a test, I may pass out a small handful of M&Ms to students that are trying their hardest. Also, I walk around and give students a quick pat on the back to let them know I am seeing them give their best performance. Due to frustration, I sometimes have a student that will begin crying during a test. If this happens, I allow them to get leave the room and get a quick drink of water and ask them to return with an "I'm ready!" smile.

It seems unfair that states are testing students according to the Common Core standards, when many of the standards have not been effectively taught. As an educator, I try hard to encourage my students to believe in themselves and to trust themselves when giving an answer.

[Kim Elfring]

As a special education teacher I think we have all been in situations similar to this one. Our students sit in front of a standardized test and become deflated and frustrated. I think that the rubric you have discribed is extremely limited and in my mind means: Fail, average, above average. In my opinion the reason rubrics were created was to create some flexibility and clarification of the expectations of the tests. That being said, some of the best rubrics I have seen are on a 1-8 scale where there is room for students of all levels.

As for the question about how to deal with students becoming frustrated for me personally is to be realistic with them and reiterate their strengths in other areas. I think it is important to let them know that sometimes we have situations where we will be frustrated and it is important to remember that we cannot do everything well. There is always the opportunity to reflect with students and ask them what we can do together to help them prepare for the next time and try to develop studying and test taking strategies for each student. I know what you are thinking... Where do I find the time for that? But over the last few months I have found that many strategies work for many different students. I am trying to have my students become more 'independent' and take initiatives in their learning which is partly to ask themselves, How do I learn best? What do I need to be prepared? Very interesting blog!

[Jesse James]

I have one little boy that took a state standardized test and could barely read through the questions. He was becoming increasing frustrated and then began to just click on whatever answer he felt like. Honestly I can see why, I don't feel he should have been taking the test because of the level of skills needed, but I am only a student teacher so I couldn't really do much.

[Ashley]

A few of my students were taking grade level tests for reading and math. During the tests, behaviors would arise because the questions were not at their level. We would have to do small group testing with my students. Everytime my student would ask for help for the reading test, all I could say was do your best. The students were frustrated with the test and me which helped no one.

I too had to think about some of the math questions that were being asked. I felt as though these questions were not straight forward and were trying to trick students into getting the wrong answer.

When my students got frustrated to the point where they just started clicking answers, I would ask them to take a drink break with me and walk around the school. That worked for a few of my students and for the others, we gave them a star sticker everytime he/she attempted the problem and did not ask for help. This significantly improved their efforts and frustrations because they were working for star stickers instead of focusing on the frustration of the test. Maybe this will work for you. Good luck!

[Angel Read]

I have noticed a lot of rubrics are like that! In order to get the highest score, you have to do way more than expected in order to do the best. Thats not really fair. The kids should at least KNOW what the best is, in order to strive for it!

[John Carr]

if you are giving a grade level common core assessment to students in the fall, it is logical that the state and district do not expect much of the content to have been taught. That should have been told to you so you would know to let students know that. It could be field-testing items - part of your state's development of a new assessment. Did you ask your principal for clarification?