Date of Award

8-2008

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

Abstract

With the advent of the No Child Left Behind Act, annual standardized testing has become a reality for today’s elementary students and growing numbers of students report test anxiety as a concern. This thesis project examines sample strategies that classroom teachers can use to support students who experience test anxiety. The study gathered data from a select group of fifth grade teachers from a small rural school in Western New York through surveys, discussions, and one-on-one interviews. The literature section explores the history of test anxiety and its effects on test performance. Study skills, emotional capacity, possible interventions, such as tutoring or “instructional manipulation,” as well as growing test requirements, are included in the review. The Conclusion and Recommendation section suggests several methods for relieving test anxiety.

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