Addressing Assessment Anxiety
This workspace features factors, strategies and resources to consider that can support students when taking assessments.
factors to consider when preparing students for assessments
Working Memory, a component of executive functioning, allows a person to temporarily hold and manipulate information to apply in other processes.
Math Mindset includes learners' self-concept and self-efficacy beliefs as well as their mindset toward failure, all of which shape their willingness to get involved with mathematics.
In our society, there are many stereotypes that exist about the academic abilities of learners based on characteristics such as their race, gender, disability, and socioeconomic status.
Metacognition refers to the ability to think about our own thinking and to pay attention to and control our cognitive processes.
Mindset and Motivation
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Setting overall goals, as well as smaller goals as steps to reaching them, encourages consistent, achievable progress and helps students feel confident in their skills and abilities.
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Teachers can help students understand that learning involves effort, mistakes, and reflection by teaching them about their malleable brain and modeling their own learning process.
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Attributing results to controllable aspects (strategy and effort) fosters students' beliefs in self.
Addressing anxiety
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Writing freely about one's emotions about a specific activity, such as taking a test, can help students cope with negative Emotion, such as math anxiety.
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When students reframe negative thoughts and tell themselves kind self-statements, they practice positive self-talk.
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Short breaks that include mindfulness quiet the brain to allow for improved thinking and emotional regulation.
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Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next.
building stamina
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Practicing until achieving several error-free attempts is critical for retention.
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Providing math tasks with high cognitive demand conveys high expectations for all students by challenging them to engage in higher-order thinking.
supporting metacognition
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When students engage in a dialogue with themselves, they are able to orient, organize, and focus their thinking.
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Analyzing and discussing solved problems helps students develop a deeper understanding of abstract mathematical processes.
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Providing space and time for students to reflect is critical for moving what they have learned into Long-term Memory.
teach test taking strategies
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By talking through their thinking at each step of a process, teachers can model what learning looks like.
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Discussing strategies for solving mathematics problems after initially letting students attempt to problem solve on their own helps them understand how to organize their mathematical thinking and intentionally tackle problems.
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Analyzing incorrect worked examples is especially beneficial for helping students develop a conceptual understanding of mathematical processes.
Workspace Reflection
How did it go? What was your experience working with this Workspace’s factors and strategies?
