Product Description

This research-based guide offers recommendations for dealing with test anxiety, and includes suggestions on reducing its effects and identifying situations in which it can actually be helpful.

Product Details

• Amazon Sales Rank: #1225740 in Books
• Published on: 2005-07-15
• Released on: 2005-07-15
• Original language: English
• Dimensions: .91 pounds
• Binding: Paperback
• 192 pages

Review
"This fascinating, well-researched book makes a wonderful contribution to the field. It provides helpful information on what test anxiety is and what we can do about it. This topic is as important today than ever due to education reform initiatives across the country." -- James Kelleher, Assistant Superintendent 20050301 "The book offers answers to the most important question of all: If test anxiety can hinder our ability to make accurate inferences and good decisions for kids, what can we do to ease students' fears? As it turns out, researchers have answers, and the authors present helpful ideas for all of us-parents, educators, and students themselves." -- Linda Wacyk, Trustee 20050301 "This book provides a thorough, yet easy-to-read, nontechnical description of test anxiety. Most important, it provides specific actions that can be taken by teachers, parents, and students themselves to reduce test anxiety. In this era of high-stakes testing, this book is a must-read for all concerned parents and educators." -- William J. Brosnan, Superintendent 20050415 "Cizek and Burg explore the construct of test anxiety ... (with a) balance between the scholarly research base and the practical suggestions offered. These include strategies of how teachers can head off test anxiety, and how students can reduce test anxiety levels. This book should be required reading for all teachers, counselors, school psychologists, school principcals, district administrators and policy makers." -- Mary E. Yakimowski-Srebnick, Director of Assessments 20050404 "Educators can use many of the techniques in their classrooms, including assessment and relaxation techniques before testing, preparation of the setting, study skills, and student preparation for testing day." -- Childhood Education Magazine, Summer 2006 20060711

About the Author
Gregory J. Cizek is Professor of Educational Measurement at the University of North Carolina, Chapel Hill. His background in the field of educa-tional assessment includes five years as a manager of licensure and certification testing programs for American College Testing (ACT) in Iowa City, Iowa, and 15 years of teaching experience at the col-lege level, where his teaching assignments have consisted primarily of graduate courses in educational testing, research methods, and statistics. He is the author of over 200 books, chapters, articles, conference papers, and reports. His books include Handbook of Educational Policy (Academic Press, 1998); Cheating on Tests: How to Do It, Detect It, and Prevent It (Lawrence Erlbaum, 1999); Setting Performance Standards: Concepts, Methods, and Perspectives (Lawrence Erlbaum, 2001); and Detecting and Preventing Classroom Cheating (Corwin Press, 2003). Dr. Cizek has served as an elected member and vice president of a local school board in Ohio, and he currently works with several states, organizations, and the U.S. Department of Education on tech-nical and policy issues related to large-scale standards-based testing programs for students in grades K--12. He began his career as an ele-mentary school teacher in Michigan, where he taught second and fourth grades. Samantha S. Burg is a doctoral student in Educa-tional Psychology, Measurement, and Evaluation at the University of North Carolina, Chapel Hill. She holds a BS degree in engineering from the University of Oklahoma and an MA degree in mathematics education from the University of Georgia. Prior to beginning her doctoral program, she worked in the field of petroleum engineering in Alaska, served as a youth minister in Scotland, and taught high school mathematics in Georgia. Most recently, she has worked as a test development specialist for the state testing program in North Carolina. Ms. Burg first became interested in test anxiety when she was a student teacher and her class refused to take a test; this interest has persisted throughout her doctoral research, some of which examines the ways in which test anxiety may be transmitted in classrooms. Currently, she is a research assistant on a mathematics education pro-ject and is very much interested in completing her doctoral work soon, in order to support her tennis-ball-obsessed dog, Spencer, in the fashion to which he has become accustomed. Ms. Burg has presented her research at various professional conferences and is a member of the National Council on Measurement in Education.