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Dimming the Spotlight: Investigating Classroom Assessment Anxiety to Reduce its Effect on Student Performance
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- Author / Creator
- Antoniuk, Andrea S.
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Many contemporary educators utilize a broad assessment repertoire to understand their students’ learning progress. To support students in receiving high-quality education and help them reach their full potential, researchers have investigated the effects of test anxiety on academic performance. However, the effects of anxiety in other assessment contexts are less well-known. This dissertation consists of two studies. In the first study, we developed a measure for classroom assessment anxiety (MCA) with four subscales (i.e., tests, games, questions, presentations). We also evaluated its psychometric properties. In the second study, we investigated CA and classroom assessment shame (CS), and teachers’ ability to identify CA. Students (N = 204) in grades 3–8 completed the MCA. The MCA exhibited strong psychometric properties and supported a 4-factor hypothesis of CA (i.e., worry, cognitive interference, physical sensations, off-task/avoidance). All assessment types were potential sources of CA and CS, and shame and anxiety were significantly related. Students’ endorsement with negative self-appraisals was also statistically significantly related to CS. Furthermore, female students were more likely than male students to endorse test anxiety. This dissertation contributes to CA literature by developing a measure that, with further research, may provide a useful self-report measure that teachers can use. The findings shed light on students’ experiences of CA and CS, offering recommendations that can inform the development of interventions aimed at supporting students in coping with and managing these challenging emotions.
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- Graduation date
- Fall 2024
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- Type of Item
- Thesis
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- Degree
- Doctor of Philosophy
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- License
- This thesis is made available by the University of Alberta Library with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.