Student Socioeconomic Status and High-Stakes Test Anxiety Levels

Details
Title
Student Socioeconomic Status and High-Stakes Test Anxiety Levels
Usage & Reproduction Rights
http://rightsstatements.org/vocab/InC/1.0/
Type
Video recordings
URI / Handle
http://hdl.handle.net/1961/muislandora:3025
Created
2016-01-01T00:00:00Z
Abstract
The purpose of this mixed methods study is to explore the relationship between high-stakes testing on student test-anxiety levels. Specifically, the study will attempt to examine a lesser researched variable of socioeconomic status (SES) and the potential impact this variable has on student performance on standardizes tests and anxiety levels in students grades 3-5. Two cases studies were conducted at one high-SES Arlington Public School in North Arlington the other case study was conducted at a Title I school in South Arlington. This study will attempt to probe at the current climate and attitudes both of students and teachers. The overall prevalence of test anxiety appears to be increasing, due to the influx in testing in schools and pressures associated with this. Students are experiencing increased levels of test anxiety not only during the standardized testing season in the spring, but also due to the data-driven educational culture we find ourselves currently in. Meanwhile,our international counterparts in Finland and South Korea have shifted away from rote memorization and heavy testing, to the model the United States used to be renowned for, thinking outside the box and teaching to learn, not to pass a test. Further research to investigate the effects of potential bias in both standardized tests, quarterly benchmarks, and unit tests, should be conducted to assess potential bias regarding student information that could increase student test anxiety levels. Thus, having the potential to skew student data and tamper with the validity of these assessments we have become so reliant upon.

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