Meghan Keller
Describe what brought you to this research:
As a part of my placement as an elementary school counseling intern, I conducted a needs assessment in which faculty and staff identified the most common issues interfering with student learning at the school. I was also acutely aware of the amount of pressure the administration placed on data and test scores. Graphs, data points, and test scores lined the hallways of the school and faculty meetings focused primarily on how to improve academic performance and standardized test scores. I wondered how this pressure was impacting the students.
What was your specific research question?
The purpose of the action research project was to lessen test anxiety, increase study skills, test-taking skills, and introduce easy-to-use relaxation techniques in a low socio-economic status Elementary School in San Diego County. In a needs assessment, the teachers identified test anxiety as a major factor hindering their students’ learning.
What are you currently doing as a credentialed practitioner?
I am now a school counselor at St. Peter School in Washington, D.C. St. Peter’s is a National Blue Ribbon School founded in 1868 and located in the Capitol Hill area of the nation’s capitol. I oversee the school-wide positive behavior reinforcement program, conduct classroom guidance lessons on social skill development, teach middle school study skills classes, assist with crisis intervention, serve as a liaison among parents, school personnel, and outside counseling professionals, and coordinate the emergency plans for the school. 2013-2014 is my second year at St. Peter School.
Assessing Test Anxiety in a Low Socio-Economic Elementary School
Abstract
This action research project addressed test anxiety in an elementary school setting. Researchers have noted a national increase in test anxiety among elementary school students and have attributed this to increased pressure on schools and students to perform well on standardized tests. Teachers at the participating school site identified test anxiety as a major factor hindering students’ learning. The purpose of the project was to lessen test anxiety, increase study skills and test-taking skills, and introduce relaxation techniques in a local elementary school. Because I witnessed the academic pressures placed on elementary school students, I implemented a series of classroom guidance lessons and small group interventions that allowed students to understand the importance of gaining an education by providing a safe environment to encourage positive feelings surrounding academics. Based on test anxiety literature, I designed four classroom guidance lessons and four small group sessions addressing test-taking skills, relaxation techniques, test-taking attitudes, and basic lifestyle management skills associated with preparing for a test (e.g. eating a good breakfast, getting a good night’s sleep). Results indicated students found the lessons and small group interventions helpful and effective.
To explore more of Meghan's action research, see the file provided below:
Easing Test Anxiety.pdf