Effects of Math Anxiety and Test Anxiety on Voluntary Reassessments in Standards-Based Grading
Conference Tracks
Assessment and SoTL - Research
Abstract
A key feature of many Standards-Based Grading courses is the opportunity for students to voluntarily take re-assessments to replace earlier scores; frequently these take place in instructors’ office hours. It is hypothesized that this type of assessment structure can alleviate anxiety in students. We present results of an ongoing study addressing this claim; more specifically, whether higher levels of math anxiety and test anxiety are positively correlated with the number of office hours reassessments students elect to attempt.
Session Format
Research Brief and Reflection Panels
Location
Room 2
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Lewis, Drew, "Effects of Math Anxiety and Test Anxiety on Voluntary Reassessments in Standards-Based Grading" (2019). SoTL Commons Conference. 94.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2019/94
Effects of Math Anxiety and Test Anxiety on Voluntary Reassessments in Standards-Based Grading
Room 2
A key feature of many Standards-Based Grading courses is the opportunity for students to voluntarily take re-assessments to replace earlier scores; frequently these take place in instructors’ office hours. It is hypothesized that this type of assessment structure can alleviate anxiety in students. We present results of an ongoing study addressing this claim; more specifically, whether higher levels of math anxiety and test anxiety are positively correlated with the number of office hours reassessments students elect to attempt.
