by Nathan von der Embse
EDUCATION IS NOW ENTERING AN AGE WHERE high-stakes testing has taken a more prominent role in the lives of children. High-stakes testing has been defined as any testing program whose results have important consequences for students, teachers, schools, and/or districts. With more emphasis on high-stakes testing, test anxiety has become of great importance in determining what influences students passing or failing an examination. “Various studies have shown that students who score high on measures of test anxiety will score lower on tests than students whose anxiety scores are lower” (Hurren, 2006). Test anxiety is “one of many specific forms of anxiety; it results in a combination of cognitive and physical responses that are aroused in testing situations or in similar situations in which a person believes that he or she is being personally evaluated” (Cizek, 2006).
Examining test anxiety
Test anxiety has become one of the most disruptive factors in schools and it has been estimated that 30% of all stu-dents suffer from various levels of test anxiety (Gregor, 2005). Test anxiety can start a vicious cycle of lowered achievement with high anxiety resulting in lowered scores creating even higher anxiety for future assessments and potentially lower scores.
School personnel can address these three components which contribute to test anxiety:
A. Physical Component, Breathing
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Symptoms: Abdominal complaints, breathing difficulties, muscular stiffness
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Techniques: Deep muscular relaxation, exercise
B. Emotional Component, Visualization
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Symptoms: Mood changes, emotionality, loss of control
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Techniques: Meditation, self-expression
C. Mental Cognitive Component
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Symptoms: Irrational thinking, memory loss, feeling of failure
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Techniques: Positive self-talk
Intervention supports for decreasing test anxiety range from school-wide to individual levels. Examples of these include:
1. School Level—school-wide study skills training, surveys of teacher and student anxiety levels, assemblies and parent workshops to explain expected outcomes and preparation requirements, effective note taking and studying handouts to students.
2. Group Level—small group intervention support for students identified by teacher or self identified as high anxiety. Relaxation training has been proven to be effective in reducing anxiety in group settings. School counselors can facilitate group supports for high anxiety children.
3. Individual Level—individualized support for students with high anxiety and history of low achievement scores. One-on-one tutoring, Test Edge Computer Software (www.heartmath.com), and individual coaching for positive self-talk and systematic desensitization have been effective.
Looking ahead
School support staff can play an important role in assisting educators combat test anxiety. A school psychologist intern implemented a four-week group intervention program for fourth grade students before the Ohio Achievement Test. The group was conducted twice a week for 20 minutes for a total of eight sessions. Material was used from research-based journals and widely available test prep books. Students reported a 21% reduction in test anxiety prior to the Ohio Achievement Test. Materials were then disseminated to classroom teachers for use for future assessments.
Educators can play an important role in highlighting appropriate and more meaningful testing. They have a unique opportunity to help at least 30% of students who are affected by test anxiety through school wide prevention efforts and individualized interventions for students with high test anxiety. Small groups and individualized interventions have been shown to reduce test anxiety and increase performance (Cheek et al, 2002). Using these practical tips and recommendations, educators can assist students in improving test scores. 
Nathan van der Embse, a certified school psychologist, is a doctoral student in school psychology at Michigan State University (info@psi-solutions.org).