Twenty-sixth International Conference on Learning

Abstract

Teacher candidates in California (US) are required to pass four standardized tests, the CBEST; CSET , the Teacher Performance Assessment (TPA): and the RICA (Reading Instruction). A major problem is that many under-represented minority teacher candidates fail to pass these required tests in order to enter and complete the credential program. Thus, there is a disproportionate impact of these tests on under-represented students who wish to be teachers. Very little research has focused on underrepresented teacher candidates and reasons for test anxiety or for poor performance on the teacher tests. In this mixed methods correlational study, the purpose was to identify which background variables, language characteristics, psychological factors, or physiological indicators (heart rate) were correlated with candidates’ test-taking anxiety and by extension to poor test performance. Survey findings showed that although respondents reported liking writing and reading, they did not report enjoying math. 75% of respondents reported some to a lot of anxiety about taking these tests. Respondents performed poorly on sample multiple choice and constructed response items, especially on math items. When students were asked about reasons for their test anxiety, the themes that emerged were test anxiety, math anxiety, writing anxiety, test preparation, and testing as a barrier to entering teaching. Physiological factors (e.g. heart rate) are still being analyzed. Identification of which factors predict test anxiety for credential candidates can help college staff and faculty members to better understand the roots of the problem of low pass rates on teacher tests.