Using collaborative two‐stage examinations to address test anxiety in a large enrollment gateway course

Large enrollment foundational courses are perceived as “high stakes” because of their potential to act as barriers for progression to the next course or admittance to a program. The nature of gateway courses makes them ideal settings to explore the relationship between anxiety, pedagogical intervent...

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Bibliographic Details
Published in:Anatomical sciences education 2017-09, Vol.10 (5), p.409-422
Main Authors: Fournier, Kimberly A., Couret, Jannelle, Ramsay, Jason B., Caulkins, Joshua L.
Format: Article
Language:English
Subjects:
Academic Ability
Academic Achievement
Adolescent
Adult
Anatomy
Anatomy - education
Anxiety
Anxiety - etiology
Collaboration
collaborative testing
Competency tests
Cooperation
Correlation
Curriculum
Educational Measurement - methods
Female
gateway course
gross anatomy education
Humans
Intervention
Introductory Courses
Large Group Instruction
Learning Strategies
Male
motivated strategies for learning questionnaire
Motivation
MSLQ
Outcomes of Treatment
Perception
Questionnaires
Science Tests
Social Behavior
Statistical Analysis
Stress, Psychological - complications
Student Attitudes
Students
Students - psychology
Surveys and Questionnaires
Teaching Methods
Test Anxiety
Test Results
Test Taking Skills - psychology
undergraduate education
Undergraduate Students
Universities
Young Adult
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Summary:Large enrollment foundational courses are perceived as “high stakes” because of their potential to act as barriers for progression to the next course or admittance to a program. The nature of gateway courses makes them ideal settings to explore the relationship between anxiety, pedagogical interventions, and student performance. Here, two‐stage collaborative examinations were implemented to improve test‐taking skills and address widespread test anxiety in an introductory human anatomy course. Test anxiety data were collected (using the Motivated Strategies for Learning Questionnaire) before the first examination and last examination. Most students experienced decreased test anxiety over the course of the semester; however, some students may have experienced performance limiting conditions due to test anxiety at the end of the semester based on academic ability in the course (in “C” students when compared to “A” students: P 
ISSN:1935-9772
1935-9780
DOI:10.1002/ase.1677