1. Testing : Creating a Positive Test CultureTesting : Creating a Positive Test Culture
Test Anxiety & Preparing Students forTest Anxiety & Preparing Students for
TestingTesting
Professional Development: Workshop 1Professional Development: Workshop 1
Ms. Caroline Young-Bilingual CounselorMs. Caroline Young-Bilingual Counselor

2. 12 Myths About Test Anxiety12 Myths About Test Anxiety
1.1. Students are born with text anxiety.Students are born with text anxiety.
2.2. Text anxiety is a mental illnessText anxiety is a mental illness
3.3. Text anxiety can not be reducedText anxiety can not be reduced
4.4. Any level of test anxiety is badAny level of test anxiety is bad
5.5. All studentsAll students who are not preparedwho are not prepared have test anxietyhave test anxiety
6.6. Students with text anxiety can not learn math.Students with text anxiety can not learn math.
7.7. StudentsStudents who are well preparedwho are well prepared will not have test anxiety.will not have test anxiety.
8.8. Very intelligent students and students who are taking high level coursesVery intelligent students and students who are taking high level courses
such as calculus, honors, AP, do not have test anxiety.such as calculus, honors, AP, do not have test anxiety.
9.9. Attending class and doing my homework will reduce test anxiety.Attending class and doing my homework will reduce test anxiety.
10.10. Being told to relax during a test will make you relaxBeing told to relax during a test will make you relax
11.11. Doing nothing about test anxiety will make it go awayDoing nothing about test anxiety will make it go away
12.12. Reducing test anxiety will guaranty better grades.Reducing test anxiety will guaranty better grades.

3. Test AnxietyTest Anxiety
• Stressful emotions may inhibit students ability to absorb,Stressful emotions may inhibit students ability to absorb,
recall and retain informationrecall and retain information
• Anxiety creates “noise” or “mental static” in brain mayAnxiety creates “noise” or “mental static” in brain may
block out memory, comprehension and reasonblock out memory, comprehension and reason
• Certain degree of test anxiety is normalCertain degree of test anxiety is normal
• Too much anxiety can negatively affect performanceToo much anxiety can negatively affect performance
• Upset stomach, headache, depression, fear, irritability,Upset stomach, headache, depression, fear, irritability,
anger, inattention associated with TAanger, inattention associated with TA

4. Student Test-Taking StrategiesStudent Test-Taking Strategies
Preparing for TestPreparing for Test
• Study HabitsStudy Habits
• Homework, class work, makeup workHomework, class work, makeup work
• WhenWhen are Test datesare Test dates
• WhatWhat type of test andtype of test and whywhy is it importantis it important
Teachers prepare students byTeachers prepare students by
• Go over strategies (often) during regular class timeGo over strategies (often) during regular class time
• Create a positive test environment within your classCreate a positive test environment within your class
• Know your studentsKnow your students
Students need toStudents need to
• Listen to instructionsListen to instructions
• Read carefullyRead carefully
• Manage timeManage time
• RereadReread
• Keep positive attitudeKeep positive attitude
• practice relaxation techniques with Counselorspractice relaxation techniques with Counselors

5. Parent Test Support StrategiesParent Test Support Strategies
Supporting the student by supporting the parentSupporting the student by supporting the parent
Informing the parentInforming the parent
• Parents have a right to knowParents have a right to know
• What is importance of the testWhat is importance of the test to their child?to their child?
• Minimize Edu-speak, simple is bestMinimize Edu-speak, simple is best
• letter (sample in handout), phone call, reminder card, connect ED,letter (sample in handout), phone call, reminder card, connect ED,
meetings, Language Line, translated material, roving leadersmeetings, Language Line, translated material, roving leaders
• Parents have a right to knowParents have a right to know
Parent Plan: Support Strategies (Handout)Parent Plan: Support Strategies (Handout)
• Preparing for TestingPreparing for Testing
• Testing DayTesting Day
• After TestingAfter Testing

6. Session 2Session 2
Teacher and AdministrationTeacher and Administration
Professional Development forProfessional Development for
StrategiesStrategies For Testing SuccessFor Testing Success
• My objective: To develop an informed, prepared and supportiveMy objective: To develop an informed, prepared and supportive
professional community , driven by current data, students individualprofessional community , driven by current data, students individual
needs and aligned with the District/County benchmarks for individualneeds and aligned with the District/County benchmarks for individual
growth and scholastic aptitude.growth and scholastic aptitude.
• Caroline N. Young, MACaroline N. Young, MA
• Bilingual CounselorBilingual Counselor
• Before, during and after and testingBefore, during and after and testing
• Teacher strategies fro reducing test anxietyTeacher strategies fro reducing test anxiety
• Testing accommodations (IEP and 504 in testing)Testing accommodations (IEP and 504 in testing)
• Behavior and classroom management while testingBehavior and classroom management while testing

7. Session 2Session 2
Teacher and AdministrationTeacher and Administration
Professional Development forProfessional Development for
StrategiesStrategies For Testing SuccessFor Testing Success
• My objective: To develop an informed, prepared and supportiveMy objective: To develop an informed, prepared and supportive
professional community , driven by current data, students individualprofessional community , driven by current data, students individual
needs and aligned with the District/County benchmarks for individualneeds and aligned with the District/County benchmarks for individual
growth and scholastic aptitude.growth and scholastic aptitude.
• Caroline N. Young, MACaroline N. Young, MA
• Bilingual CounselorBilingual Counselor
• Before, during and after and testingBefore, during and after and testing
• Teacher strategies fro reducing test anxietyTeacher strategies fro reducing test anxiety
• Testing accommodations (IEP and 504 in testing)Testing accommodations (IEP and 504 in testing)
• Behavior and classroom management while testingBehavior and classroom management while testing