Focus Helps Reduce Test Anxiety
By Doug Buehl,
Madison East High School teacher
Member, Wisconsin State Reading Association
June 2002
Test today! Two words that strike fear into the hearts
of students. Yet while apprehension about being tested is a normal reaction
we all have experienced, some people really do struggle with performing
under the pressure of exams.
A number of our students may ascribe disappointing test
results to test anxiety. Certainly test-taking, especially with high stakes
exams like the ACT or SAT, can be stressful and emotionally upsetting.
Test anxiety is a condition that indicates an extreme psychological response
to testing situations. Students who frequently endure test anxiety find
themselves in a “here we go again” negative cycle test after
test, class after class.
The Strategy
Several strategies can help students who complain of test anxiety. Certainly
these ideas can be introduced and discussed with the entire class before
tests, but some students will benefit from individual sessions on how
to approach tests successfully and confidently.
Step 1: As a first step, students need to clearly
identify the problem. Because tests by nature are to some extent stressful,
most students will probably feel some nervousness and anxiousness about
tests. These negative emotions are likely to snowball if students realize
that they are unable to answer questions or otherwise demonstrate that
they know the material.
Yet some of these difficulties with test items can be
attributed to exam preparation rather than a generalized problem with
taking tests. Often students think they are more in control of the material
than is actually true, and as a result are surprised by exam requirements
for which they are not prepared. Therefore, the initial concern is: “Would
you be able to successfully demonstrate your knowledge and skills if this
were not a testing situation?”
Those students who had anticipated the format and nature
of the test and who had practiced accordingly could probably respond “yes”
to the above question. Many students, however, would have to admit that
they would fall short on identical tasks that were not being evaluated
as a test. Hence, their solution is better exam preparation.
Step 2: Next, emphasize overlearning the material.
Those students who feel that they know the material but “blank”
on test day should plan accordingly, and assume that they might not be
able to think as clearly as they would like under pressure.
Overlearning implies mastery to the point of “automatic
pilot,” a highly effective way to confront stress while performing.
Overlearning is not solely a matter of spending more
time studying, however. Students need to differentiate “narrow”
knowledge from “flexible” knowledge. For example, a student
reviewing a study guide might memorize a single piece of relevant information
about an important item, and if the test the next day asked for the information
in exactly the same way, the student will likely be successful.
But perhaps several possible questions could be asked
relative to that item, while the student only has narrow knowledge to
draw upon. “Flexible” knowledge allows a student to anticipate
a range of possible responses. Students building flexible knowledge focus
on the significance of information. “Why” or “what if”
are excellent self-questioning techniques that can build flexible knowledge
for taking exams.
Step 3: Provide students with as much information
as possible in advance about the format of exams, and encourage them to
ask questions about what the test will entail. Some testing anxiety is
due to the unexpected, the surprises that throw even a student who has
studied off stride.
High-stakes tests like the ACT and SAT, for example,
follow very predictable formats, and item types often repeat similar concepts.
Students can diminish their anxiety by practicing for exams using the
same formats that will appear on the test. Writing their own practice
items that might mimic actual test questions is one study strategy that
can demystify tests and create a greater comfort zone for stressful testing
situations.
Step 4: A final step is to acknowledge that stress
is likely to be a factor during test taking.
Counsel students to adopt a realistic attitude toward
themselves and testing. Athletes, for example, know that games usually
have a “crunch time” when, in spite of preparation, things begin
to unravel. Coaches speak of mental toughness during these times, when
players handle the adversity, retain their focus, and are able to gradually
reassert control.
Students who struggle with test anxiety need to approach
exams in a similar fashion. They need to expect that at some point their
confidence will waver and they will be in danger of losing their composure.
At this point, they need to remind themselves that allowing their emotions
to escalate will likely cause interference in their abilities to think
clearly and to perform at their ability. Brain researchers relate this
phenomenon to brain chemistry. When the brain is confronted with a high-stress
situation, certain chemicals (neurotransmitters) such as cortisol flood
the brain. As a result, other neurotransmitters that allow a student to
access memory, to make decisions and problem solve, are over-ridden. It
may take as long as a half an hour or more for the brain to regain its
chemical balance, which is too late for most testing situations.
Therefore, students need to adopt positive self-talk
and admit that they are facing a pivotal juncture during the test, and
not permit themselves to fall into emotional traps of worry and undue
self-pressure. Becoming frantic about the importance of a test score will
not in any way contribute to doing well on the test. Keeping the focus
on what you know and what you are prepared to do – and not “indulging”
in extraneous worries – will ultimately help sufferers of test anxiety
to maintain an even keel under pressure.
Posted May 31, 2002