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Identifying and Coping With Test Anxiety

In recent years, standardized testing has become an integral part of the educational experience. As high stakes testing increases in schools, so does test anxiety among students. Recent studies suggest that more than 33% of elementary and secondary students experience some test anxiety. Students with test anxiety are reported to have lower standardized test scores. They experience more difficulty learning new material in the classroom and often have poor motivation, a negative self-concept, and concentration difficulties. They are also more likely to repeat a grade or dropout of school. In order to help students maximize their potential and attain success, the concept of test anxiety must be addressed in the educational community.

Test anxiety is defined as the cognitive, affective, or behavioral reaction to an evaluation or test. Some students experience test anxiety solely from the cognitive perspective. They worry about a test, or become preoccupied with negative thoughts about their academic ability. Students who experience test anxiety from the affective perspective experience physiological reactions such as nausea, increased heart rate, frequent urination, perspiration, cold hands, dry mouth, or muscle spasms. Lastly, students who experience test anxiety from the behavioral perspective may procrastinate, avoid studying, or have inefficient study and test-taking skills. Many students experience test anxiety from multiple perspectives.

Identifying students with test anxiety can often be difficult. Test anxiety is often more prevalent in girls and students with learning disabilities. However, it is important to help all students identify what they are feeling and learn strategies to cope with those feelings. The level of student anxiety can be determined through use of the Test Anxiety Exposure Hierarchy (TAEH), developed by Kennedy and Doepke in a case study based upon education and treatment of children. In the TAEH, students self identify the anxiety they feel on a scale of 0 (no anxiety) to 10 (debilitating anxiety) by responding to the following statements:

1. You are preparing for a test that will be given in one week.
2. You are in class working on skills for the test. It is a week before the test.
3. You are discussing the importance of the test. It is the Friday before the test.
4. It is the Monday morning before the test. You are studying and planning your schedule for the test tomorrow.
5. It is the morning of the test. You are eating breakfast.
6. It is the day of the test and you are walking into your classroom.
7. You are sitting in a classroom waiting for the test to begin. You are handed the test.
8. You start the test and read the first question. You do not know the answer immediately.
9. You are taking the test and read a few more questions that are confusing.
10. You realize that people are starting to finish the test, and you know that you need more time.
11. You are taking the test and it is time for lunch.
12. You turn in the test.

Once students are able to identify their feelings, it is important that they practice relaxation techniques to use before or during a test. The West Virginia University at Parkersburg recommends the following relaxation techniques:

The Tensing and Differential Relaxation Method

1. Put your feet flat on the floor.
2. Use your hands to grab underneath the chair.
3. Push down with your feet and pull up on your chair at the same time for five seconds.
4. Relax all of your muscles for five to ten seconds.
5. Repeat two to three times.

The Palming Method

1. Close and cover your eyes using the center of the palms of your hands.
2. Prevent your hands from touching your eyes by resting the lower parts of your palms on you cheekbones and placing your fingers on your forehead. Do not touch your eyeballs.
3. Visualize a real or imaginary relaxing scene for one to two minutes.

Deep Breathing

1. Sit straight up in your chair, using good posture.
2. Slowly inhale through your nose, filling the lower section of your lungs first and working your way up to the upper part of your lungs.
3. Hold your breath for a few seconds.
4. Exhale slowly through your mouth.
5. Wait a few seconds and repeat the exercise.

Once students learn the appropriate procedures, the relaxation response will take the place of the anxiety response, allowing students to successfully demonstrate their knowledge on a test.