Test anxiety is a major roadblock to successful performance. It is an unpleasant feeling associated with worry, insecurity, and self-doubt. Studies have shown when these anxiety feelings compete with the working memory, as the working memory is disrupted and performance on the exam may consequently suffer. This study looks at studying interventions for mitigating test anxiety, specifically for students with high test-anxiety. Students will be identified via cluster analysis of several previously identified affective characteristics (Chan and Bauer, 2014). One way to mitigate test anxiety is to present multiple low-stake assessments in the form of quizzes throughout the semester. This will not only provide students with numerous opportunities to practice and develop test-taking skills, but may help alleviate test anxiety as students get more comfortable with the idea of testing. In addition, this study will investigate how repeated quizzing influences students' attitudes, self-concepts, and self-efficacy throughout the course. The results of this study will provide instructors with knowledge on how to identify and reach out to highly test-anxious students early on in the semester.<br/><br/>

Effect of repeated low-sakes assessments on students' test-anxiety, attitude, self-concept, and achievement in a non-science majors chemistry course

2019 Spring National Meeting

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.