Strategies for Academic Success Test Anxiety and Test Anxiety Assessment Analysis First paper Complete the Try it Out assignment on page 124 of your text,
Strategies for Academic Success Test Anxiety and Test Anxiety Assessment Analysis First paper
Complete the Try it Out assignment on page 124 of your text, Test Anxiety Assessment.
Submit the assignment in word through the drop box. Remember this is a formal writing exercise so pay close attention to grammar and spelling.
Second paper
Test anxiety assessment
Complete the Pause and Reflect: Refer back to your total score on the Test Anxiety Assessment.
The higher your total score on the Test Anxiety Assessment, the more anxious you are when taking a test. Once you have your score, use the Pause and Reflect guide on page 125 to reflect on your score. Document your findings in this journal assignment.
Third paper
Complete the Try it Out assignment on page 132 of your text, Learning modalities, strengths and test preparation.
Submit the assignment in word through the drop box. Remember that this is a formal writing exercise so part of your grade will be based on spelling, grammar, and appropriate references.
Note: everything related is uploaded and each paper just one paper lengths or one paragraph. CHAPTER 7
124
try it out!
Test Anxiety Assessment
Complete by checking Yes, Sometimes, or No for each of the twelve statements:
YES SOMETIMES NO
WHEN PREPARING FOR OR TAKING A TEST:
1. I think about whether I’m going to pass or fail.
2. I keep wishing the exam were over.
3. I worry that I am not doing well.
4. I can’t stop thinking about how nervous I feel.
5. My stomach gets upset.
6. My heart beats very fast.
7. I often freeze and
up,
my mind goes blank.
8. I feel hot and sweaty.
9. I feel very tense.
10. I forget information that I really know.
11. I often get panicky.
12. I tend to breathe faster.
???
SCORING – Total your points using the following key:
Each Yes = 2 points
Each Sometimes 1 point
Each No = 0 points
Your total points
(You’ll have a total score between 0 and 24.)
The higher your total score on the Test Anxiety Assessment, the more
anxious you are when taking a test. If your score is between 10 and 24, you’ll
likely benefit from working on strategies to reduce the worry and anxiety associ-
ated with test taking
Note that items 1 through 4 on the questionnaire refer to those thoughts
that impact negatively on your test-taking performance. Worry over your test
results, whether you are going to pass the course, whether you will make it
through college, or even your family members’ reactions can interfere with
test performance. Excessive worry can lead to a physical reaction toward test
taking, including sweaty palms, rapid breathing, dizziness, and so on. Assessment
Preparing for Tests
items 5 through 12 refer to this physical response. Thus apprehension plus a
physiological response results in full-blown test anxiety.
Keep in mind that not all worry and anxiety is bad. In fact, some anxiousness
can be good in that it keeps your adrenaline flowing and, as a result
, gives you
that edge to perform better
. However, you do not want your anxiety to be exces-
sive to the point where it interferes with your performance. If you think that
could have done better on a test if you weren’t so anxious, you need to tackle
ways to reduce this anxiety.
you
wa)
pause… and reflect
cal
eking
Refer back to your total score on the Test Anxiety Assessment.
If your total score is less than 10: Reflect about why your anxiety is low.
Consider how you approach a testthat is, how you think about exams and
what you do that keeps anxiety at a minimum. Why don’t you worry excessively?
. If your
total
score is 10 or above: Think about those situations that trigger
worry
and anxiety for you. Here are some circumstances that might set off
anxiousness:
The word test on the syllabus or board.
The night before the exam.
The morning of the exam.
Walking into the classroom or computer lab to take the exam.
Other students discussing the exam.
The instructor distributing the exam.
A test item that you’re not sure how to answer.
Waiting to get the results.
Come
up
with at least three or four scenarios that apply to you. Beside each
scenario, write the exact thoughts that run through your mind when you are in
that situation. For example, for the situation A test item that you’re not sure
how to answer,” you might have these thoughts: Oh no, I’m going to fail! or I
should know this answer, or This is terrible!
Preparing for Tests
125
physiological response results in full-blown test anxiety.
items 5 through 12 refer to this physical response. Thus apprehension plus a
Keep in mind that not all worry and anxiety is bad. In fact, some anxiousness
can be good in that it keeps your adrenaline flowing and, as a result, gives you
sive to the point where it interferes with your performance. If you think that
that edge to perform better. However, you do not want your anxiety to be exces-
ways to reduce this anxiety.
could have done better on a test if you weren’t so anxious, you need to tackle
pause.
Crtical
and reflect
Thinking
Refer back to your total score on the Test Anxiety Assessment.
. If your total score is less than 10: Reflect about why your anxiety is low.
Consider how you approach a testthat is, how you think about exams and
what you do that keeps anxiety at a minimum. Why don’t you worry excessively?
. If your total score is 10 or above: Think about those situations that trigger
worry and anxiety for you. Here are some circumstances that might set off
anxiousness:
The word test on the syllabus or board.
The night before the exam.
. The morning of the exam.
Walking into the classroom or computer lab to take the exam.
Other students discussing the exam.
. The instructor distributing the exam.
A test item that you’re not sure how to answer.
Waiting to get the results.
up with at least three or four scenarios that apply to you. Beside each
scenario, write the exact thoughts that run through your mind when you are in
that situation. For example, for the situation A test item that you’re not sure
how to answer,” you might have these thoughts: Oh no, I’m going to faill or l
should know this answer,” or “This is terrible!”
Come
132
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Critical
Thinking
Task
ess with
u ,nave you n .ced a reduc
wety: Describe . test-taking suur…– und
your reaction.
What will you continue to do to decrease your anxiety?
wory una
try it out!
Learning Modalities, Strategies, and Test Preparation
The following steps will help you choose strategies to best prepare for an exam:
1. In Figure 7.4, Test Preparation Strategies are categorized as predominantly
involving visual, auditory, or tactile/kinesthetic modalities. Place checks in
the circles next to those strategies that you do use regularly.
2. Next, identify a strategy that you do not use consistently but which would
likely help you prepare for your next quiz or test.
3. Write a Personal Action Statement for that strategy.
4. After taking the test Assess Your Success:
Did you follow through and reward yourself accordingly? Explain.
Did the hurdle materialize and did you manage it effectively? Explain.
What other changes do you want to make before your next quiz or exam?
Critical
Thinking
Task
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