Student Anxiety in Standards-Based Grading in Mathematics Courses

Autor/in	Lewis, Drew
Titel	Student Anxiety in Standards-Based Grading in Mathematics Courses
Quelle	In: Innovative Higher Education, 45 (2020) 2, S.153-164 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-5627
DOI	10.1007/s10755-019-09489-3
Schlagwörter	Mathematics Anxiety; Grading; Mathematics Instruction; Academic Standards; Test Anxiety; Student Behavior; Stress Variables; Communication (Thought Transfer); Evaluation Methods + Suchen Sie Ihr Suchwort? Notengebung; Schulnote; Mathematics lessons; Mathematikunterricht; Examination phobia; Testangst; Prüfungsangst; Student behaviour; Schülerverhalten; Communication; thought; Kommunikation; Gedanke
Abstract	This paper describes a study examining how mathematics anxiety, test anxiety, and communication apprehension are related to student behavior in courses using standards-based grading. An observational study of mathematics courses with 221 participants found that test anxiety increased over the semester although many students reported lower stress or anxiety in an open-ended survey question. Mathematics anxiety and test anxiety were positively correlated with the number of voluntary reassessments students attempted, while communication apprehension was negatively correlated. These findings indicate that standards-based grading is an assessment framework that can provide alternate methods for some students to demonstrate content mastery. While this study was conducted in mathematics courses, the findings on test anxiety are likely to extend to other disciplines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01