Standardized Testing Literature Review

The purpose of this review is to explore the effects of standardized testing on elementary students as well as the impact on teachers. This literature review is in no way an all-inclusive review of all available information on the topic of test anxiety. The reviewed literature was found through Arkansas Tech’s online library database using the search terms: “standardized test anxiety”, “test anxiety elementary”, and “high stakes tests elementary.” There are many questions to be answered concerning standardized test anxiety. How do students perceive high stakes testing? Do students experience heightened anxiety in relation to testing? What types of psychological, physiological, and behavioral reactions occur prior to, during, or after standardized testing? How does standardized testing affect teachers, schools, and parents? What behaviors do parents and teachers observe to indicate anxiety? How is test anxiety measured? The following research literature review attempts to find answers to these questions.

High Stakes of Standardized Testing

The No Child Left Behind Act of 2001 increased the importance and high

stakes associated with standardized testing in public schools. Annual statewide academic assessments in the subjects of math and reading are required beginning in elementary school and lasting throughout high school. Test results determine school funding, teacher evaluations and raises, administration and employment decisions, public school support as well as student placement or retention. (Segool, Carlson, Goforth, Von Der Embse, & Barterian, 2013) The use of one assessment to evaluate students, teachers, school systems and communities is not an appropriate or accurate measure. Schools with higher results receive more funding and a higher ranking. Wealthier communities are more likely to have high performing schools and often teachers relocate to better performing schools. (McAdie & Dawson, 2006) In the research conducted via survey by Deborah Landry, 98% of teachers surveyed felt that high stakes testing was not an accurate measure of student learning levels. Teachers agreed that students are better assessed by being observed in the classroom, engaging students in hands-on learning, and tracking progression. (Landry, 2006)
Effects of Testing Anxiety on Students
Deborah Landry’s article “Teachers’ (K-5) Perceptions of Student Behaviors during Standardized Testing” is a study conducted by a teacher based on observations in the classroom as well as web surveys administered to 63 teachers, and 4 teachers interviewed. The teachers surveyed were voluntary participants. The surveys and interviews were used to determine themes related to testing and changes in student behaviors. The main research question in this particular study was “What are the effects of standardized testing on student behavior as observed by their teachers?” (Landry, 2006) Teacher observations of many changing student behaviors before and while testing showed a negative impact due to the pressure placed on students to achieve. Prior to the standardized testing, students became distracted, frustrated, anxious, and noticeably stressed. Parents often called their child’s teacher to voice their concerns about significant new stress behaviors such as bed wetting, teeth grinding, trouble sleeping, and changes in appetite.
Landry equates the signs displayed by students similar to those of abused children. Students exude symptoms of depression, insomnia, stomachaches, and headaches. During testing, students were observed as visibly uncomfortable, wrinkling their faces, sighing, crying, moaning, writhing, nail biting, shaking, even vomiting or urinating on themselves. Psychological effects including feelings of helplessness, fear, abandonment, self-doubt, and fear were frequently observed as well. A few of the most frequently observed behaviors during test taking included: looking around the room, fidgeting, worrying about the difficulty of the test, wasting time, tapping feet, and appearing nervous. (Landry, 2006)
The study discussed in the article titled “Heightened Test Anxiety Among Young Children: Elementary School Students’ Anxious Responses to High-Stakes Testing” by Segool, Carlson, Goforth, Embse, and Barterian discusses variations of test anxiety between low and high stakes testing. The high stakes testing discussed focuses on No Child Left Behind (NCLB) achievement assessments and low stakes testing involves testing typical in classrooms. Three hundred thirty-five students in third, fourth, or fifth grades voluntarily participated in the study, completing assessments following low- and high-stakes testing. Students exhibited significantly higher levels of cognitive and physiological test anxiety following high-stakes NCLB testing as opposed to low-stakes classroom testing. Psychological, behavioral, and physiological reactions compose test anxiety and are concerned with negative results from poor performance on high-stakes tests. Research shows the impact of large-scale testing on students involves increased stress, lower motivation, high stress and worry levels, and feelings of isolation.
This particular study shows that the rate of test anxiety was higher among female students versus male students. Test anxiety was measured using the Children’s Test Anxiety Scale (CTAS) and the Behavior Assessment Scale for Children (BASC-2-TA). The CTAS assesses thoughts, off-task behavior, and physiological testing reactions. The BASC-2-TA measures irrational worrying and fear regarding testing. Researchers assessed students using these scales immediately following NCLB testing and then administered again one month later concerning low-stakes classroom testing to allow time to differentiate between the testing. Both scale assessments administered to students showed significantly greater rates of anxiety for the high-stakes testing situations as opposed to the low-stakes classroom testing. (Segool, Carlson, Goforth, Von Der Embse, & Barterian, 2013)
An additional study conducted in Singapore primary schools using the Test Anxiety Scale for Elementary Students (TAS-E) studied four factors of test anxiety: physiological hyperarousal, social concern, task irrelevant behavior, and worry, as well as a higher order factor: total test anxiety factor. Test anxiety is a specific and cross cultural situation with adverse personal effects including excessive worry, apprehension, low self-esteem, tension. Test anxiety also involves negative outcomes in the classroom: poor test performance, low grades, difficulty concentrating, grade retention, and school dropout. This study was administered to 540 students, grade 4-5, and aged 9-13. Three studies were administered through voluntary convenience sampling. Results of the studies supported additional research on the subject of the high occurrence of test anxiety. (Lowe, Ang, & Loke, 2011)
Effects on Teachers
Teachers experience test anxiety as well as their students.

Students experience unnecessary stress, are unable to ask teachers questions, and are under a great deal of pressure to achieve at high levels. Teachers try to help students relax during test-taking and are unable to guide and help their students through the process. Teacher and students are concerned that testing preparation takes away focus on essential curriculum areas. Time is taken away from hands-on learning, exploration, and investigation. The most importance is placed on the subjects of math and reading when at the same time, science, technology, and social studies are cut short and do not receive necessary attention. In some cases, the lack of time allowed for science, social studies, and technology curriculum may cause students to fall behind in these subjects. (McAdie & Dawson,

2006)
Teachers prepare for standardized testing beginning at the start of the school year in order to prepare their students. Teachers feel helpless and anxious due to the impact that test results have on evaluations, raises, school report cards, and parent feedback. Teachers feel the need to overly nurture and comfort during testing by encouraging, offering snacks, having extra activity and recess time, and providing moral support for their anxious students. Even the classroom environment has a negative effect on students during testing. A once warm, colorful, inviting classroom becomes a sterile, cold room with blacked out windows, classroom decorations removed, and desks separated. (Landry, 2006)
Teachers are shown to worry about the performance of their students as well as worry about the mental health of their students during test times. Teachers perceived significantly greater rates of anxiety before and during high-stakes testing than during classroom testing. (Segool, Carlson, Goforth, Von Der Embse, & Barterian, 2013)
Future Studies
Future studies concerning standardized testing anxiety rates are most certainly warranted. Studies evenly distributed among grade levels, gender, and race would provide more accurate results. More studies comparing test anxiety during low and high stakes testing would provide more data determining anxiety levels. Research is needed to discover helpful ways for schools to teach students how to better manage test anxiety long before the administering of the test. The conduction of research examining the relationship between student testing anxiety and NCLB achievement tests nationwide could provide consistent data on the pressure placed on the tests. School systems, administration, and teachers should be evaluated in ways other than student achievement on high-stakes testing, in order to relieve extreme pressure on students.