Date Approved

6-29-2006

Embargo Period

4-6-2016

Document Type

Thesis

Degree Name

M.S. in Teaching

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Robinson, Randall

Subject(s)

Fourth grade (Education)--New Jersey; Test anxiety--New Jersey

Disciplines

Elementary Education and Teaching

Abstract

The purpose of this study was to compare the effects of both standardized testing and average classroom assessments on the levels of test anxiety. The study was a correlation study. with a sample of 42 fourth grade students. The students came from four separate classrooms within the same elementary school. This study adapted Wren and Benson's (2004) Children's Test Anxiety Scale (CTAS). The subjects in this study were administered two identical questionnaires entitled, "How I Feel About Tests." The first CTAS was administered in the week following the New Jersey Assessment of Skills and Knowledge (NJ ASK). The second CTAS was administered one month later. Each subject's CTAS was studied individually and compared to the group. It was found that 88 percent of the subjects experienced higher levels of test anxiety during the first CTAS. This CTAS was utilized to determine the level of test anxiety students experience during standardized testing. Twelve percent of the subjects showed a heightened level of test anxiety during the second CTAS. The second CTAS was used to rate students' level of test anxiety during average classroom tests and quizzes.

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