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The Effects Of Test Anxiety On Performance In Two Different Classroom Grading Systems
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Book Synopsis The effects of test anxiety on performance in two different classroom grading systems by : Susan Jeanne Whitmore
Download or read book The effects of test anxiety on performance in two different classroom grading systems written by Susan Jeanne Whitmore and published by . This book was released on 1975 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Grading for Equity written by Joe Feldman and published by Corwin Press. This book was released on 2018-09-25 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Joe Feldman shows us how we can use grading to help students become the leaders of their own learning and lift the veil on how to succeed. . . . This must-have book will help teachers learn to implement improved, equity-focused grading for impact." —Zaretta Hammond, Author of Culturally Responsive Teaching & The Brain Crack open the grading conversation Here at last—and none too soon—is a resource that delivers the research base, tools, and courage to tackle one of the most challenging and emotionally charged conversations in today’s schools: our inconsistent grading practices and the ways they can inadvertently perpetuate the achievement and opportunity gaps among our students. With Grading for Equity, Joe Feldman cuts to the core of the conversation, revealing how grading practices that are accurate, bias-resistant, and motivational will improve learning, minimize grade inflation, reduce failure rates, and become a lever for creating stronger teacher-student relationships and more caring classrooms. Essential reading for schoolwide and individual book study or for student advocates, Grading for Equity provides A critical historical backdrop, describing how our inherited system of grading was originally set up as a sorting mechanism to provide or deny opportunity, control students, and endorse a "fixed mindset" about students’ academic potential—practices that are still in place a century later A summary of the research on motivation and equitable teaching and learning, establishing a rock-solid foundation and a "true north" orientation toward equitable grading practices Specific grading practices that are more equitable, along with teacher examples, strategies to solve common hiccups and concerns, and evidence of effectiveness Reflection tools for facilitating individual or group engagement and understanding As Joe writes, "Grading practices are a mirror not just for students, but for us as their teachers." Each one of us should start by asking, "What do my grading practices say about who I am and what I believe?" Then, let’s make the choice to do things differently . . . with Grading for Equity as a dog-eared reference.
Book Synopsis A Study of the Effects of Test Anxiety Under Variant Conditions of Stress on the Classroom Test Performance of Fifth Grade Children by : Jacqueline A. Henry
Download or read book A Study of the Effects of Test Anxiety Under Variant Conditions of Stress on the Classroom Test Performance of Fifth Grade Children written by Jacqueline A. Henry and published by . This book was released on 1979 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Test Anxiety Associated with High-stakes Testing Among Elementary School Children by : Natasha Katherine Segool
Download or read book Test Anxiety Associated with High-stakes Testing Among Elementary School Children written by Natasha Katherine Segool and published by . This book was released on 2009 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt: Analyses of variance indicated that low test-anxious students performed significantly better on high-stakes testing while there was no difference in performance between moderate and high test-anxious students. Further, multiple regression analyses indicated that test anxiety contributed significantly to English Language Arts test performance among third and fourth grade students and Math test performance among third grade students. Additionally, the current study examined the relationship between test anxiety and student demographic characteristics. Results of multiple regression analyses indicated that student gender and grade significantly predicted student test anxiety, while student ethnicity, educational verification, and socioeconomic status did not.
Book Synopsis Effects of Test Instructions on Test Anxiety and Performance of Fourth Grade Students by : Richard L. Hall
Download or read book Effects of Test Instructions on Test Anxiety and Performance of Fourth Grade Students written by Richard L. Hall and published by . This book was released on 1978 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Addressing Test Anxiety in a High-Stakes Environment by : Gregory J. Cizek
Download or read book Addressing Test Anxiety in a High-Stakes Environment written by Gregory J. Cizek and published by Corwin Press. This book was released on 2006 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cizek & Burg draw on their experiences as assessment experts & classroom teachers to help teachers understand what test anxiety is & how they can help their students overcome it.
Book Synopsis The Effects of a Classroom Based Yoga Intervention on Test Anxiety, Academic Performance and Attention in Third Grade Students by : Melissa Dreisbach
Download or read book The Effects of a Classroom Based Yoga Intervention on Test Anxiety, Academic Performance and Attention in Third Grade Students written by Melissa Dreisbach and published by . This book was released on 2017 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt: With increased pressure on school districts to increase state test scores, time allocated for physical activity has been drastically decreased in order to provide more learning time for core subjects (Ardoy et al., 2014; Coe et al., 2006; Donnelly & Lambourne, 2011; Ma et al., 2014; Sallis et al., 1999). Thus, extreme pressure is placed on young students. This stress can lead to a high level of anxiety, an inability to focus, stay on task. Consequently, when students do not have a proper outlet to expend excess energy, there is great potential for classroom management problems for teachers ("Test + stress = problems for students," 2000). Therefore, students and teachers need a mechanism to deal with lessen these pressures. The purpose of this investigation was to evaluate the effectiveness of a classroom based yoga intervention on student's test anxiety, academic performance, and attention level within a traditional mathematics class. Forty-four third grade students in two different classrooms participated in the study. The study had a pre- and post-test phase. A pre-Measurements of Academic Progress (MAP), Children Test Anxiety Scale (CTAS) and Children's Stroop test was given prior to the yoga intervention. The yoga intervention was given 4 days a week for 6 weeks to the intervention group only. The control group had no modifications added to their daily lessons. A post-intervention assessment was given using the same aforementioned instruments. The classroom iv teacher was asked to report any observations she made about her students during the intervention. The participants were also asked to write about their opinions and experiences they had during the intervention. The intervention group was compared to the control group to assess the level of anxiety, academic performance, and attention level. It was found that the intervention group improved more academically on a state math test than the control group. The academic performance was statically significant. Anxiety levels decreased in the intervention group, while the anxiety levels increased for the control group. Overall for anxiety, the girls revealed a larger benefit from the yoga intervention with the intervention group. The attention results showed no difference between the intervention and control, but the boys did see a greater ability to focus after the intervention. The intervention grouped lowered their time on the test. The findings indicated that a yoga intervention can increase academic performance and lower anxiety. Further research is need to investigate the gender differences and the effect of a yoga intervention on attention level.
Book Synopsis The Effect of Test Anxiety on Classroom Test Performance, by Type and Difficulty of Test Item by : Robert L. Daniel
Download or read book The Effect of Test Anxiety on Classroom Test Performance, by Type and Difficulty of Test Item written by Robert L. Daniel and published by . This book was released on 1974 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Different Classroom-based Strategies on Test Anxiety in Students by : Robin Nicole Trusty
Download or read book The Effects of Different Classroom-based Strategies on Test Anxiety in Students written by Robin Nicole Trusty and published by . This book was released on 2018 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine different classroom-based strategies on test anxiety in students grades 9, 10 and 11. The students were exposed to color therapy, aroma therapy, and meditation to analyze if the methods made the students less stressed about taking an assessment. The students were measured in emotion and worry by using the Test Anxiety Inventory (TAI, Appendix F) by Charles D. Spielberger, Ph.D. (1980). There was no significant difference when using the three different classroom-based strategies on test anxiety. There was evidence which shows females are more stressed over assessments, while males are less stressed overall and their stress stems from parental expectations.
Book Synopsis The Effects of Increased Exam Time on Performance and Test Anxiety by : Nicole Marcus
Download or read book The Effects of Increased Exam Time on Performance and Test Anxiety written by Nicole Marcus and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators who administer exams are often met with student desire for extended exam time. Thus far, it has been unclear whether giving students additional exam time serves to improve their exam performance or if this accommodation simply helps students feel more comfortable with taking exams due to inconsistent results. We hoped to design an experiment that would effectively measure the effects of increased exam time on students' exam performance and test anxiety levels. Because academic performance is negatively correlated with test anxiety, we hypothesized that giving students twice as much to complete an exam would improve their performance, primarily by decreasing their test anxiety levels. We studied two academic quarters of students taking the same undergraduate physiology course. We administered isomorphic exams, with one quarter of students taking the exam with the standard amount of exam time and the other receiving double that amount of time. We compared midterm exam scores for both groups of students, as well as their test anxiety levels before and after the exams as measured via two surveys. We found that increasing exam time did not improve student performance or reduce their test anxiety levels. Increased exam time only reduced students' reported requests for additional exam time. The implications of our research are that increased exam time allows students to feel more comfortable with taking exams, and increases the likelihood that they will leave an exam feeling satisfied with their performance. Future research should account for demographic differences, as well as differences in academic ability and anxiety disorders, between experimental groups to accurately measure the relationship between increased exam time, performance, and test anxiety.
Book Synopsis The Effect of Test Anxiety on Performance in Two Evaluative Conditions by : Meghan M. Murphy
Download or read book The Effect of Test Anxiety on Performance in Two Evaluative Conditions written by Meghan M. Murphy and published by . This book was released on 1997 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Science Teaching Reconsidered by : National Research Council
Download or read book Science Teaching Reconsidered written by National Research Council and published by National Academies Press. This book was released on 1997-03-12 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effective science teaching requires creativity, imagination, and innovation. In light of concerns about American science literacy, scientists and educators have struggled to teach this discipline more effectively. Science Teaching Reconsidered provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methodsâ€"and the wonderâ€"of science. What impact does teaching style have? How do I plan a course curriculum? How do I make lectures, classes, and laboratories more effective? How can I tell what students are thinking? Why don't they understand? This handbook provides productive approaches to these and other questions. Written by scientists who are also educators, the handbook offers suggestions for having a greater impact in the classroom and provides resources for further research.
Book Synopsis The Knowledge Gap by : Natalie Wexler
Download or read book The Knowledge Gap written by Natalie Wexler and published by Penguin. This book was released on 2020-08-04 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt: The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty. It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension "skills" at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention.
Download or read book Test Anxiety written by Elysia J. Ochs and published by . This book was released on 2006 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Test Anxiety on Two Types of Set Behavior (microfilm). by : Lynell O. Korella
Download or read book The Effects of Test Anxiety on Two Types of Set Behavior (microfilm). written by Lynell O. Korella and published by . This book was released on 1970 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Active Learning in College Science by : Joel J. Mintzes
Download or read book Active Learning in College Science written by Joel J. Mintzes and published by Springer Nature. This book was released on 2020-02-23 with total page 989 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book explores evidence-based practice in college science teaching. It is grounded in disciplinary education research by practicing scientists who have chosen to take Wieman’s (2014) challenge seriously, and to investigate claims about the efficacy of alternative strategies in college science teaching. In editing this book, we have chosen to showcase outstanding cases of exemplary practice supported by solid evidence, and to include practitioners who offer models of teaching and learning that meet the high standards of the scientific disciplines. Our intention is to let these distinguished scientists speak for themselves and to offer authentic guidance to those who seek models of excellence. Our primary audience consists of the thousands of dedicated faculty and graduate students who teach undergraduate science at community and technical colleges, 4-year liberal arts institutions, comprehensive regional campuses, and flagship research universities. In keeping with Wieman’s challenge, our primary focus has been on identifying classroom practices that encourage and support meaningful learning and conceptual understanding in the natural sciences. The content is structured as follows: after an Introduction based on Constructivist Learning Theory (Section I), the practices we explore are Eliciting Ideas and Encouraging Reflection (Section II); Using Clickers to Engage Students (Section III); Supporting Peer Interaction through Small Group Activities (Section IV); Restructuring Curriculum and Instruction (Section V); Rethinking the Physical Environment (Section VI); Enhancing Understanding with Technology (Section VII), and Assessing Understanding (Section VIII). The book’s final section (IX) is devoted to Professional Issues facing college and university faculty who choose to adopt active learning in their courses. The common feature underlying all of the strategies described in this book is their emphasis on actively engaging students who seek to make sense of natural objects and events. Many of the strategies we highlight emerge from a constructivist view of learning that has gained widespread acceptance in recent years. In this view, learners make sense of the world by forging connections between new ideas and those that are part of their existing knowledge base. For most students, that knowledge base is riddled with a host of naïve notions, misconceptions and alternative conceptions they have acquired throughout their lives. To a considerable extent, the job of the teacher is to coax out these ideas; to help students understand how their ideas differ from the scientifically accepted view; to assist as students restructure and reconcile their newly acquired knowledge; and to provide opportunities for students to evaluate what they have learned and apply it in novel circumstances. Clearly, this prescription demands far more than most college and university scientists have been prepared for.
Book Synopsis Test Anxiety & What You Can Do About It by : Joseph Casbarro
Download or read book Test Anxiety & What You Can Do About It written by Joseph Casbarro and published by National Professional Resources Inc./Dude Publishing. This book was released on 2005 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dr. Kenneth Shore, family and educational psychologist presents an innovative plan to address bullying prevention across all constituencies who play a role in a school community. Through the use of the video and the accompanying manual, each stakeholder group learns critical information on what he/she can do to specifically address, reduce and eliminate bullying in our schools.
