Open AccessMediating Test Anxiety through the Testing Effect in Asynchronous, Objective, Online Assessments at the University Level
Author(s) -
Daniel P. Sullivan
Publication year - 2017
Publication title -
journal of education and training
Language(s) - English
Resource type - Journals
ISSN - 2330-9709
DOI - 10.5296/jet.v4i2.10777
Subject(s) - test anxiety , anxiety , test (biology) , psychology , metacognition , asynchronous learning , asynchronous communication , class (philosophy) , applied psychology , student engagement , reset (finance) , medical education , mathematics education , computer science , teaching method , cooperative learning , artificial intelligence , cognition , medicine , synchronous learning , paleontology , computer network , neuroscience , psychiatry , biology , financial economics , economics
Do asynchronous online evaluations, designed and delivered to engage the testing effect, moderate test anxiety? To answer this question, we surveyed 353 undergraduate and graduate students, drawn from 12 courses, hybrid and online, asking whether the option to take and retake a quiz lessened their text anxiety. Students, no matter the course or level, indicate yes, with more than 90% of the sample agreeing that the option to retake a quiz reduced test anxiety. We also consider this result with regards to the issues of metacognitive accuracy, student engagement, and learning effectiveness. Nearly 95% saw the “anytime, anyplace” test-retest option increasing understanding, improving class engagement, and supporting a more effective learning experience. Our findings profile a promising path to reset traditional as well as refine online evaluation pedagogies.