In the United States, there are many children diagnosed with a learning disability. Some of these children also struggle with test anxiety disorder. This paper will inform special educators in the secondary school setting about the effects of test anxiety disorders on students with learning disabilities. It will also help special educators identify well-evidenced interventions that are well researched. First, the definition of test anxiety needs to be addressed. Second, the symptoms of this disorder will be discussed. Finally, this paper will address how test anxiety is impacting students with learning disabilities in secondary education.
There are many definitions for the term test anxiety. This paper will reveal one of those definitions according to Sena (2007). This is the definition I will use because, it is the one that is the clearest on what test anxiety actually is; “Nicaise defined test anxiety as an individual’s physiological, cognitive, and behavioral responses that stimulate negative feelings about an evaluation” (p. 360). The other definitions that Sena reveals are too broad and do not really say concisely what test anxiety is and how it effects students mentally/emotionally, physically, or cognitively. As special educators, we need to be provided the most concise and clear definition of test anxiety as possible, so we can know how to best handle this disorder in our classrooms.
Researchers have viewed test anxiety as a very complex idea and that it consists of multiple dimensions. The dimensions of test anxiety are, “emotionally, worry, cognitive interference, and a lack of self-confidence or possibly a lack of self-efficacy or social derogation” (p. 361). This idea could make it hard for special educators to find a way to help aid students who have learning disabilities, as well as those who suffer from test anxiety on top of that. Since there are indeed multiple dimensions of test anxiety that are currently established by researchers.
Now that the definition of test anxiety has been discussed, I will display a table of some
of the symptoms of test anxiety. It is important for special educators to know the different categories of symptoms for test anxiety since it is a complex disorder and can be very difficult to identify whether a student is struggling with this disorder or not. Due to the wide range of symptoms that go along with this particular disorder. There are three categories of symptoms according to Salend (2011), these three categories are physical, behavioral, and affective symptoms. Here are the lists of symptoms for each category:
|
Physical Symptoms |
Behavioral Symptoms |
Affective Symptoms |
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Excessive perspiration Sweaty palms Unexplained headache or stomachache Nausea Shaking body parts Rapid heartbeat Dizziness and light-headedness Muscle tension Tics Flushed skin color Difficulty sleeping, eating, or using the toilet before tests
(p.60)
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Difficulties with concentration, attention, and memory that interfere with the following:
Performing poorly on tests when the content
Off-task behaviors, such as inappropriate comments, fidgeting, squirming, pacing, staring, tapping, crying, and rapid speech during testing Asking numerous unnecessary questions about the test Experiencing repeated mental blocks and forgetting Feeling overwhelmed during testing Complaining about test items (e.g., “we didn’t cover this in class”) Seeking unnecessary assistance from others Cheating on tests Feigning illness and being absent on testing days
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Making negative self-statements Having pessimistic expectations (e.g., “I’m going to fail this test”) Being apathetic and unmotivated Negative comparisons of self to others (e.g., “I’m not as smart as others”) Making excuses for poor test performance (e.g., “I don’t do well on tests because I have test anxiety”) Expressing avoidance and fear of testing situations
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Since the increase of standardized testing in secondary education, especially after the No Child Left Behind Act of 2001 was established. The number of students diagnosed with test anxiety has increased as well. This is a very serious issue, since standardized testing helps us educators, as well as special educators, to make important decisions when it comes to the curriculum we teach to our students. Before the No Child Left Behind Act of 2001 was established, students with disabilities were dismissed from having to participate in standardized testing. Now that students with disabilities are required to participate in standardized testing, more pressure is being put not only on the educators to ensure their students do well. Students are also experiencing the pressure that standardized testing is putting on schools as well.
According to Salend (2011), “between 25% and 40% of students experience test anxiety” (p.59). This is a very high number of students who are going through this disorder; too many in my opinion. Students with disabilities are at even more of a risk of experiencing test anxiety than their typical peers. As special educators, we need to find interventions that will help reduce the level of test anxiety in not just students with disabilities, but also any students who might be struggling with this disorder. Standardized testing is not going away anytime soon in the field of education, since this is the only way to ensure that students are reaching progress in the American school system.
According to Sena (2007), “only a few published studies have examined the relationship between students with and without LD and test anxiety in elementary and secondary school settings” (p. 362). There have been studies conducted though in post-secondary education, for college students who are diagnosed as having a learning disability or test anxiety. Students with LD are the top rated population receiving special education services in school systems. As special educators, we should be asking ourselves how we could best serve this population of students, when there is very little research conducted. Especially being in a professional field that believes in evidenced-based practices when serving students with special needs.
Carter (2005) also states, “instruction on test-taking strategies may be a promising tool for improving the test performance of adolescents with high-incidence disabilities” (p.56). Even though there are few published studies on the relationship between students with and without LD and test anxiety, there are strategies/interventions that special educators can use to help this population of students in the school system. According to Conderman (2010), “before the test, teachers can employ several strategies that support student performance. Specifically, teachers can analyze the testing environment, plan for accommodations, simulate test conditions, and take advantage of practice opportunities” (p. 233).
Even though these seem like small steps for teachers to take. At least they are a beginning to helping students with or without disabilities improve their ability to perform well on standardized tests. As educators, we are always seeking new ways to help improve our students’ academic achievements. Rather they be small or large changes in the classroom setting.
How can we as special educators help reduce the high level of test anxiety that is present today in some of our students? Especially since, we want all of our students to succeed in life, without their disability getting in the way or interfering with their success. Salend (2011) states “One way to reduce your students’ anxiety during testing is by teaching them to use effective test-taking skills and strategies. These strategies can help students stay relaxed, focused, and motivated to succeed on tests” (p. 62).
Also, as special educators, we can lessen “the physical and affective symptoms associated with test anxiety” (p.62). We can do this by collaborating with school personal, such as the school psychologists, school counselors, and families. By doing this, we can “encourage students to use anxiety reduction strategies before, during, and after testing” (p.62). By teaching students effective test-taking strategies and skills, we can help boost students’ confidences and self-esteems when it comes to standardized testing. As well as giving students the confidence, they need in order to conquer any obstacles that get in their way as they journey on the path to success.
However, there has been little research conducted on the relationship between test anxiety and students with learning disabilities. The strategies and interventions presented in this paper will help guide special educators to helping students with LD. It may take some time before special educators can reduce the high level of test anxiety in students with LD, but as time goes on, special educators can work together to develop more strategies and interventions. Special educators should always be aware of new research studies about test anxiety and students with LD, since you never know what new strategies or interventions might come up on the horizon. Since we as special educators want what is best for all of our students, whether they have a mild or severe disability, or no disability at all. It is our responsibility as educators to help all of our students reach their highest level of potential, when in the classroom.
References
Carter, E.W., Wehby, J., Hughes, C., Johnson, S.M., Plank, D.R., Barton-Arwood, S.M., Lunsford, L.B. (2005). Preparing adolescents with high-incidence disabilities for high-stakes testing with strategy instruction. Preventing School Failure, 49(2), 55-62.
Conderman, G., & Pedersen, T. (2010). Preparing students with mild disabilities for taking state and district tests. Intervention in School and Clinic, 45(4), 232-241.
Salend, S.J. (2011). Addressing test anxiety. Teaching Exceptional Children, 44(2) 58-68.
Whitaker Sena, J. D., Lowe, P. A., & Lee, S. W. (2007). Significant predictors of test anxiety among students with and without learning disabilities. Journal of Learning Disabilities,40(4), 360-376.
About the Author
Kendra Brown is currently an undergraduate student at Western Washington University. She will graduate with a BAE in Exceptionality and Disability in June 2016. Kendra is passionate about working with students with special needs. She cannot wait to graduate in June and go out into the world and start working with students and helping them achieve their dreams.
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