This qualitative study investigated the washback of performance-based assessment used by three English language teachers in Hokkaido, Japan, each of whom implemented their own course-specific assessments. The study employed qualitative research of an in-depth interview with 15 students and a self-reflective method from 3 teachers. Teachers…

The current study aimed to investigate the problems of English language teaching in Turkey from the perspectives of pre-service English language teachers. For this aim, qualitative data were collected from fifteen 4th year preservice language teachers. Reflection papers and semi structured interviews were used in the data collection process. Based…

The application of high-stakes tests to choose students for higher education in Turkey has been considered as a reliable and effective way of assessment for so long. However, the application of a multiple-choice test in testing various skills could bring a number of side-effects with itself. This study aimed to investigate the backwash effect of…

Students' perceptions of their classroom English tests play a crucial role in affecting their performance. Hence, the present study is interested in soliciting college students' perceptions of their classroom English tests to find out the reasons behind test difficulties. Participants were 585 female college students chosen randomly from all grade…

ESL students struggle to represent accurately on tests what they know. Understanding what constitutes equitable testing practices in university settings for ESL students poses a significant challenge to educators. This study reports on the content analysis of semi-structured interview data obtained from 13 university-level ESL students on their…

Evaluation anxiety can have a significant impact on adult learning, and it is a generally inescapable part of teaching-learning transactions. Too much evaluation anxiety can be devastating. This paper examines the effects of evaluation anxiety on adult learning, discussing the causes, the control measures, and the implications for adult educators.…

The utility of brief exposure to a mental focusing aid, the Three-Fingers Technique (TFT), in reducing test anxiety was studied for 15 college students. One week before their final examination, the students were given a 15-minute classroom introduction to the TFT, part of the Silva Mental Training Method (1983). After the introduction to this…

Applies the basic principle of performance to taking tests, poses some alternative views of test performance, and provides some general guidelines that will facilitate improved test-taking. (Author/CM)

The effects of trait anxiety (stable anxiety resulting from personality characteristics pre-disposing an individual to anxiety) and test difficulty on state anxiety (transitory anxiety resulting from situations regarded as difficult or dangerous) and test difficulty perception of 25 undergraduates were studied. The Test Anxiety Inventory was used…

A study investigated the preferences of 158 middle school students with and without disabilities for specific adaptations in general education classroom testing. Open-notes and open-book tests were among the adaptations most preferred. Students with disabilities and/or students with low achievement indicated significantly higher preference than…

Examines the degree to which computer and test anxiety have a predictive role in performance across three computer-administered placement tests. Subjects (72 undergraduate students) were measured with the Computer Anxiety Rating Scale, the Test Anxiety Inventory, and the Myers-Briggs Type Indicator. Results suggest that much of what is considered…

Curricular strategies for preventing examination anxieties, developed by the University of Newcastle medical school rather than adopting medical or psychological treatment methods for students, are discussed. The changes and students' satisfaction and the school's attitude towards program improvement are reviewed. (Author/MLW)

Test anxiety is a common problem manifested by many college students. The Testing and Psychological Services Center at Northern Kentucky University sees a number of such students each semester. The possible causes of test anxiety are frequently the illogical or unrealistic demands that some students place on themselves. The methods of treatment…

Reviews a 20-year program of research on motivation and test performance, concluding that test anxiety and test-taking skill deficits are distorting factors in efforts to test student aptitude, achievement, and competency. (FL)

It is suggested that little attention is given to understanding student concerns about testing: what will be tested, and in what depth. Reexamination is indicated for the purposes of testing, test quality and frequency, and instructor autonomy. Tests are seen as powerful determinants of learning that are often not used appropriately. (MSE)