Test Anxiety Remedy

I know I posted on this sort of thing before, but I happened to see this U of C research about how to effectively relieve test/learning anxiety through a simple technique over the winter break and saved it. With Week 4 practically upon us and so the first round of tests for a lot of classes, I thought it would be worth posting. It’s a different study than the one I first posted about, but the findings are the same:

A team of University of Chicago psychological scientists found that high school and college students who jotted down their worries for 10 minutes before exam time avoided choking under the pressure. In fact, they performed markedly better.

In a study released Thursday in the journal Science, Sian Beilock and Gerardo Ramirez asked half a class of freshmen facing their first final exams to write down their concerns about the upcoming test while other students journaled about an unrelated topic.

To a teen, students who wrote about their stress scored as well or better than those who didn’t.

Check out the rest (including suggestions for why it works) here.

3 thoughts on “Test Anxiety Remedy

  1. I’m not a traditionalist when it comes to tests but I’ll keep this researcher tip in mind to continue building a stress-free learning environment.

    • Anybody knows about this?

      Lumina Unveils a National Framework for Measuring Student Learning

      By Sara Hebel

      National conversations about the quality of higher education, as well as efforts to measure what students learn in their college careers, could be aided by developing a common understanding of what degrees mean in the United States, officials at the Lumina Foundation for Education say.

      To that end, the foundation released today a suggested framework for defining the knowledge and skills students need to acquire before earning an associate degree, a bachelor’s degree, and a master’s degree. Lumina’s framework, which it is calling the Degree Qualifications Profile, spells out reference points for what students should be learning and demonstrating at each degree level in five areas: broad, integrative knowledge; specialized knowledge; intellectual skills; applied learning; and civic learning.
      At the associate level, for each of the core areas studied, the student
      • Describes how existing knowledge or practice is advanced, tested and revised.
      • Describes and examines a range of perspectives on key debates and their significance
      both within the field and in society.
      • Illustrates core concepts of the field while executing analytical, practical or creative tasks.
      • Selects and applies recognized methods of the field in interpreting characteristic discipline-
      based problems.
      • Assembles evidence relevant to characteristic problems in the field, describes the significance
      of the evidence, and uses the evidence in analysis of these problems.
      • Describes the ways in which at least two disciplines define, address and interpret the importance
      of a contemporary challenge or problem in science, the arts, society, human
      services, economic life or technology.


      Click to access The_Degree_Qualifications_Profile.pdf

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