Reducing Test Anxiety for Elementary Students

Kiersten VanSteele
Grade Level: 4th grade
Length: 5 weeks
Length of Sessions: 30 minutes
Number of Members: 5 group members
Gender of Members: Mixed
Group Rationale:
Today, testing and testing requirements have increased in the schools of the United
States; schools are required to assess students in reading and math each year in
grades three through eight, and then in grades 10 through 12 (Whitaker Sena, Lowe, &
Lee, 2007). Students are also taking more tests than they have in the past; tests in
classrooms, those that are district-wide, and those that are state-wide. Due to this
increase in testing, an increased level of testing anxiety has also occurred for the
students of United States schools (Lowe, & Lee, 2008). Students are then more likely to
perform poorly on assessments, and have more difficult experiences when learning new
material in the classroom (Whitaker Sena, Lowe, & Lee, 2007).
Goals: Students will develop an increased understanding of various tests, test-taking
strategies, and study skills.
ASCA Model Standards (Mindsets and Behaviors):

Mindsets:
o 6. Positive attitude toward work and learning.
Behaviors:
o Learning
2. Demonstrate creativity.
9. Gather evidence and consider multiple perspectives to make
informed decisions.
o Self-Management
Demonstrate ability to work independently.
o Social Skills
1. Use effective oral and written communication skills and listening
skills.

2. Create positive and supportive relationships with other students.

3. Create relationships with adults that support success.

Target Population:
Fourth grade students, of mixed genders, who indicate they have test anxiety. Students
will be self-referred, or referred by their teachers, parents/guardians, and/or other
faculty members they are working with.
Pre-Screening:
Students will be chosen by indicating they become anxious when it comes to taking
and/or preparing for tests. Test anxiety is indicated by an individuals psychological,
cognitive, and behavioral responses that stimulate negative feelings about testing, and
a higher sense of inadequacy. Anxiety can occur when an individuals psychological
system becomes aroused, such as their heart beating faster, their sweat glands
producing more perspiration, and/or shallow and rapid breathing when an individual
prepares for and takes a test (Whitaker Sena, Lowe, & Lee, 2007). Various cognitions
also occur; those that interfere with the task of taking the test, such as thoughts about
social humiliation or the consequences of failure (Segool, Carlson, Goforth, Von Der
Embse, & Barterian, 2013). These are symptoms that can be noticed by the students
themselves, their teachers, their parents, or others that come into contact with them.
Therefore, students will have the choice to attend this group; they will be asked
permission and not coerced into it. Also, their parents/guardians will also be asked
permission.
Leadership Style:
The counselor will lead in a Modified Democratic style throughout the group sessions. It
is important for the counselor to keep the group on task, and to protect the group
members while encouraging participation from members.
Evaluation:

The group will be evaluated with a pre and post-test regarding their knowledge of
various forms of tests and test-taking strategies. The effectiveness of the group lessons
can be seen based on the answers on the posttest; do the students answers indicate
less anxiety and more positivity when it comes to taking tests? If someone indicated a
students test anxiety, and recommended them for the group, they will be notified about
the students progress. Student attendance will be taken into consideration with the
group evaluation as well; 80% of the students will have attended 4/5 of the group
lessons.

Synopsis of Lessons
Week 1:
Discussion and creation of the ground rules.
Pretest and icebreaker
Discussion of tests and test anxiety

Test Stress First Aid Kits

Week 2:
Review ground rules and confidentiality.
Simon Says and discussion about paying attention to directions
Completion of Key Words worksheet
Completion of Top Test-Taking Tips worksheet and discussion
Week 3:
Review of previous session.
Discussion about writing test answers
Completion of The Written Answer worksheet
Discussion about math tests and pass out Super Math Test Tips
Week 4:
Review of ground rules and previous session.
Discussion and creation of mnemonic devices
Completion of Using Mnemonic Devices worksheet
Week 5:
Review of ground rules
Post-test
Test Stress First Aid Kits review
Youtube video
Review of different worksheets completed throughout the weeks
Painting worry stones and explaining what they are.
Reminder of confidentiality and final see you later

Week Four Creating Mnemonic Devices

Objective/Outcome

Strategy/Activity

Materials

Evaluation/Assessment

Students will be able to

create at least one
acronym, song, rhyme,
or visual for a topic in a
subject topic they are
learning in school.

Students will be able to

create one song or
rhyme for sentence
mnemonics.

Group
discussion

Completing
the Using
Mnemonic
Devices
worksheet
Group
discussion

Using
Mnemonic
Devices
worksheet
(Appendix
H)
Writing
utensils

Assessment
Monitored
discussion
Evaluation3/5
students will be
able to create at
least one acronym,
song, rhyme, or
visual for a topic in
a subject they are
learning in school.
Assessment
Using
Mnemonic
Devices
worksheet and
monitored
discussion
Evaluation3/5
students will be
able to create one
song or rhyme for
sentence
mnemonics.

Objectives:

Students will be able to create at least one acronym, song, rhyme, or visual for a
topic in a subject they are learning in school.

Students will be able to create one song or rhyme for sentence mnemonics.

Procedure:
1. Welcome everyone to group and review the discussed group rules from previous
sessions; express the importance of confidentiality.

2. Review: Ask students what types of written test questions there are, and to give
you an example of each type. Ask students to give you a Math Test Tip they
learned from the previous session.
3. Explain to students that having something to rely on when recalling information
can be very beneficial when studying for tests. Help students learn how to use
acronyms, songs, rhyming, and visual cues to trigger their thinking.
4. Ask the students to choose a subject and then to choose something they are
learning about in that subject. Ask them how they can create an acronym (explain
what that is), song, rhyme, and/or visual to help them remember for a test.
5. Pass out the Using Mnemonic Devices worksheet to each student (Appendix
H). Go through the worksheet with the group and work on each example. When
finished, ask the students to try to create a song or rhyme to go with the
sentence mnemonics.

Closing:
1. Remind the students that creating a mnemonic device is beneficial when
studying for tests. However, they can sometimes be hard to create, and that is
okay! Let them know that you are here to help whenever they need.
2. Let the students know that next session will be the last meeting of the group.
Remind them that confidentiality is important outside of group, especially after
the group ends.
3. Thank them for coming to group.
References:
Goodstein, M. (2004). Overhead teaching kit: Study skills. New York, NY: Scholastic,
Inc.