How to Help Students Manage Test Anxiety
Tip Sheet No. 6
Karl Laves & Associates
November 17, 1994
1. Test anxiety may be either characterological (the person needs empathy and very
clear expectations) or situational (the person needs skills).
2. A certain level of anxiety is normal and helpful in achieving optimal performance. Too much or too little can interfer.
3. Discuss expectations for students with regard to exams at the beginning of the semester.
4. Give parameters of the exam prior to the test to give the students a feeling of control.
5. Remember that an exam is a teaching tool, not a demonstration of how difficult the examiner can be.
6. Provide students with information on test answers as soon as possible after exam is administered (e.g., have a key available or a handout on where to find the answers).
7. Ask students who are completing the course to write advice t 4 o future students on how to manage a particular class. Include it in your syllabus.
8. Remind students that making mistakes is a part of learning.
Tips generated by workshop attendees. For more information about this workshop, you may contact any of the following individuals who were among those who attended or the CTL staff: Martha R. Kenney, Mary Catherine Prante, or Sally Kuhlenschmidt.
The Faculty Center for Excellence in Teaching
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