Dynamic assessment procedures involving either verbalization or elaborated feedback lead to higher levels of Ravens Matrices performance, modified visual search behaviors, reduced test anxiety, and reduced negative orientations to the testing situation in third graders. Results are interpreted on offering construct validation to the assessment…

Compared the test scores of high and low anxious subjects when the Wechsler Adult Intelligence scale was administered by a trained examiner or mechanically. Findings indicated that performance was influenced by test administration procedures. There was a trend to score higher on the test given by an examiner. (Author/JAC)

Effects of item arrangement, test anxiety, and sex on a mathematics test taken by motivated, upper-division undergraduates and beginning graduate students were investigated. Results showed that males outperformed females when items were arranged from easy to hard. (Author/GK)

The influence of achievement motives, future time orientation (FTO), level of ability (IQ), sex of subjects, and perceived intrinsic instrumentality of school activity were considered in relation to manifested test anxiety at school. Subjects were 507 sixth graders. Pupils' achievement motives and their future time orientation were found to be the…

Compared the relationship of sex and sex-role differences to four measures of anxiety: math anxiety, test anxiety, and two measures of trait anxiety. Results indicate females reported higher levels of anxiety on all four scales, and a discriminant functional analysis indicated the greatest difference in math anxiety. (RC)

Tests a model of statistics performance based on achievement goal theory. Both learning and performance goals affected achievement indirectly through study strategies, self-efficacy, and test anxiety. Implications of these findings for teaching and learning statistics are discussed. (Contains 47 references, 3 tables, 3 figures, and 1 appendix.)…

Argues that rather than excuse students with special needs from testing, educators should allow them to participate, provided appropriate interventions are granted. Suggests that testing can become a valuable learning experience. Provides test-taking strategies for special needs students, such as using a multisensory approach when studying,…

Assessed face validity of teacher-implemented program based on cognitive behavior modification principles and procedures for primary prevention of test anxiety among elementary school students, as evaluated by teachers (N=24) and students (N=248). Found from a phenomenological perspective results lend support to the feasibility of the program.…

Sixth and seventh graders (N=239) responded to questionnaires examining sleep behavior and test anxiety on day of major examination in school and day with no major examination. Subjects also completed vigilance task on both days. Partial sleep loss did not adversely influence subjects' performance on task or examination; test anxiety was…

The Achievement Anxiety Test's dimensionality was assessed using data from 378 university students. Analyses suggest the viability of a unidimensional construct, whose ability to provide extreme subject groups showing differences on other characteristics of academic achievement was assessed. Such a scale has potential for separating…

Discussion of computer-assisted testing focuses on a study of college students that investigated whether a computerized test which incorporated traditional test taking interfaces had any effect on students' performance, anxiety level, or attitudes toward the computer. Results indicate no difference in performance but a significant difference in…

Research shows a significant positive relationship between student test readiness instruction and test score gains. Teaching test-taking techniques lead to more accurate and valid test scores. Discusses elements of a test readiness curriculum for rural schools. (KS)

Investigated relationships between test anxiety and test performance among 431 10th graders from 15 classes of 2 Arab high schools in Israel. Findings revealed two types of test-anxious students: those who lack test-taking skills and those who lack study skills. Findings suggest that deficit and interference models of test anxiety complement each…

Studied effects of administration mode [computer adaptive test (CAT) versus self-adaptive test (SAT)], item-by-item answer feedback, and test anxiety on results from computerized vocabulary tests taken by 293 college students. CATs were more reliable than SATs, and administration time was less when feedback was provided. (SLD)

Investigated the interactive effects of students' levels of test anxiety and teachers' evaluation practices (evaluative threat) on the achievement and motivation of graduate students randomly assigned to high or low evaluative threat conditions. All students, but particularly test-anxious students, performed poorly and were less motivated when…