Title

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

Publication Type and Release Option

Presentation (Open Access)

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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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.