Department of Special Education

Transcription

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2 De Stressing the Test Addressing Test Anxiety for Students with Disabilities By Janna Lilly January 2012

3 As a result of this training participants will: 1. Understand how to identify a student with test anxiety. 2. Learn strategies to assist students in destressing the test. 3

4 This training supports District Strategic Plan Activity 1.4 Improve supports to struggling learners by improving interventions, resources, and training, and articulate these interventions in curriculum and instructional tools. This training supports the Department Goal: Goal I: The Department of Special Education will design and deliver instructional supports and tools for campus implementation of rigorous instruction to students with disabilities. 4

5 Who Has Test Anxiety (TA)? Estimated 25% 40% of all students experience TA Higher rates of TA are seen in Students with disabilities and Students from cultural and linguistically diverse backgrounds Test anxiety versus anxiety disorder TA situation specific Anxiety disorder pervasive 5

6 The Basis of Anxiety is FEAR The child is thinking, What will it mean about me if I don't do well on this test? How do I help the child overcome this fear? Recognize fear is the root of the problem and find ways to encourage the child. See appendix for specific encouragement strategies. 6

7 What Does Test Anxiety Look Like? Physical Symptoms Excessive perspiration Sweaty palms Unexplained headache or stomachache Shaking Dizziness, lightheadedness Muscle tension Tics Flushed skin color Difficulty sleeping, eating, or toileting 7

8 What Does Test Anxiety Look Like? Behavioral Symptoms Difficulty with concentration, attention, memory Poor performance even after studying Off task behaviors: fidgeting, tapping, pacing.. Asking excessive questions Feeling overwhelmed Complaining about test items Seeking unnecessary help Cheating Feigning illness, absent 8

9 What Does Test Anxiety Look Like? Affective Symptoms Making negative self statements Pessimistic expectations I m going to fail. Negative comparisons I m not as smart as others. Making excuses I don t do well because I have test anxiety. Avoidance Fear 9

10 How Can I Help Relieve Test Anxiety? First, identify students who may have test anxiety: Observe the students during testing. Interview students and family members about their reactions to testing. Complete surveys available free on line. 10

11 Teach Study Skills Provide study guides Create Study groups: predict, create, quiz, share Play games Provide list of possible test items Give students sufficient advance notice that a test is coming 11

12 Teach Study Skills, Continued Schedule backwards Study sessions should include: Focus on the goal of the study session Have materials, resources available Create an outline, summary, visual aides, Create mnemonics, lists, formulas, flash cards 12

13 Teach Effective Test Taking Skills Read ALL directions first Highlight important aspects of the test directions Memory dump Skim the test Easy first Budget your time Strategies for test type: multiple choice, essay 13

14 Teach and Prompt Use of Anxiety Reduction Strategies Come to test on time, not late, not early Avoid interactions with others Use positive self statements I can do this Wear comfortable clothes Meditation ( Minute to Win It ) Guided imagery Deep breaths Focus on prior successes Calming music 14

15 Offer Attribution Training You really studied hard and look how well you did. What strategies did you use to help you do so well? Are you pleased with you performance? What can you do differently next time? I did well on this test because. I struggled on this test because 15

16 Create Accessible and Student Friendly Tests Reasonable amount of content Test schedule Proper test development Directions and questions on same page Limit number of items on the page Box directions and box test items Allow students to write on test Include page numbers Devise items related to students lives and interests. Use their names. 16

17 Create Accessible and Student Friendly Tests Continued Strategically place graphic icons as prompts throughout the test to remind students the test taking strategies taught. 17

18 Icon Prompts Memory dump Relax, breathe Mnemonics Check your work You can do it! Congratulations! You finished! 18

19 Involve Students in the Testing Process Ask students to devise possible test questions. Allow students the option of not responding to a certain number of test items. (15 of 20) Allow students the option of which essay question to answer. 19

20 Provide Appropriate Testing Accommodations Timing accommodations Additional time Shortened versions Scheduling accommodations Administer test over multiple days and shorter sessions Allow students to take breaks Adjust the order in which the test sections are presented Adjust timing to avoid conflict with tests in other courses Setting accommodations Individual, small groups, preferential seating, glare free, left handed desks, room temperature, eliminate auditory and visual distractions 20

21 Next steps: 1. Identify students who exhibit characteristics of test anxiety. 2. Teach student and family: a. Study skills b. Test Taking Skills c. Anxiety Reduction Strategies 3. Encourage the student / attribution training 4. Create student friendly tests. 5. Use testing accommodations. 21

22 For More Information Contact: Janna Lilly

23 Appendix A Test Anxiety Surveys to.htm es.pdf 23

24 Appendix B Handy Mnemonics Great lakes in order of size "Sam's Horse Must Eat Oats! Sequence in which operations are carried out in algebraic and numerical expressions:"bless My Dear Aunt Sally! For the crew of Apollo 11, just recall: A B C Neil Armstrong, Buzz Aldrin, Michael Collins Order of musical G clef Every good boy does fine E,G,B,D,F King Phil Came Over for the Genes Special (Kingdom, Phylum, Class, Order, Genus, Species) 24

25 Appendix C Mnemonics Websites Devices.htm html with words.com/mnem_example.html 25

26 Appendix D Encouragement See attachment entitled ENCOURAGEMENT: The Key to Self-Esteem To positively influence a child's self-esteem, motivation, and courage. 26

27 Bibliography Salend, Spencer J. Addressing Test Anxiety. Teaching Exceptional Children, November/December 2011 Webb, Pamela P. and Jerry L. 27