Relationships among test anxiety, state anxiety, and academic performance as a function of academic assessment frequency

Date of Completion

January 2004


Education, Tests and Measurements|Education, Educational Psychology|Psychology, Clinical




Students in two undergraduate classes were administered a test anxiety questionnaire after being randomly assigned to two assessment conditions involving completion of either 10 quizzes and a final examination or two midterms and a final examination. Assessment schedule preference, computer and internet efficacy levels, and GPA were also obtained as well as student use of a companion web site. Immediately prior to each academic assessment, state anxiety was evaluated and, at the end of the course, satisfaction and perceived fairness ratings were obtained. Test anxiety did not differentially affect performance or interact with type of assessment strategy. Students in the 10-quiz condition manifested significantly better academic performance throughout the course than students in the two-midterm condition. Analysis of state anxiety immediately before selected assessments yielded a significant Test Anxiety x Condition interaction, suggesting that the quiz format was better for ameliorating the subjective distress of highly test anxious students. The more favorable academic performance and state anxiety outcomes accruing to the quiz condition dissipated during the final examination. Students assigned to the quiz condition also evaluated the content of this particular form of academic assessment as being more fair than students who were assigned to take midterms. ^