ABOLISH HIMES HALL METHOD OF EVALUATING STUDENTS

TESTING ANXIETY BY PROFFESSOR OF PHSYCHOLOGY SCOTT G. PARIS IN 1991 STUDIES THAT A large number of students, especially low achievers, become anxious about tests, cheat, try half-heartedly, or use poor test-taking strategies. These reactions may preserve students’ feeling of competence when they receive low test scores, but they undermine the validity of the test scores and discourage genuine learning

Test anxiety IS one element of general anxiety AND IS DEFINED AS A COGNITIVE processes that interferes with competent performance in academic or assessment situations (Spielberger & Vagg, 1995)


COMPUTER ANXIETY
Within the last 30 years, an alternative to the traditional paper-and-pencil approach to testing in educational settings has been computer-administered testing. With COMPUTERIZED TESTING, the time taken by each person to complete an adaptive test is SHORTENED, potentially reducing FATIGUE. In addition, test security is enhanced, since different individuals take different tests.

HOWEVER, ONE DISADVANTAGE TO COMPUTERIZED TESTING IS THE CONCEPTS THAT SOME TEST TAKERS MAY NOT BE AS FAMILIAR WITH THE INS AND OUTS OF COMPUTER USAGE THUS INCREASING RATHER THAN REDUCING ANXIETY.

familiarity or lack thereof with computers may influence the scores obtained on computer-administered tests as compared with those on conventional paper-and-pencil tests.

2. HOW TESTING CENTERS LIKE HIMES HALL EFFECT STUDENTS' PERFORMANCES ON TESTS
The relationship between anxiety and computer-administered testing was explored by Hedl, O'Neil, and Hansen (1973). Their results indicated that college students taking an individually administered computerized intelligence test had higher levels of test anxiety, as measured before and after the test, than students given the same test administered individually by paperand-pencil. The authors speculated that unfamiliarity with computer operations produced the anxiety. Thus, computer anxiety has been defined as the fear associated with interfacing with a computer that is incommensurate to the true intimidation given by the computer (Howard, Murphy, & Thomas, 1986).

A 2002 STUDY BY OYO OMATOYO ON DOI.ORG TESTED A DEMOGRAPHIC OF 362 HIGH SCHOOL SENIORS IN OYO, NIGERIA. ANXIETY TESTS WERE CONDUCTED FOR BACKGROUND INFORMATION AS WELL AS OTHER COGNITIVE TESTS TO GET A SENSE FOR EACH STUDENT'S GENERAL KNOWLEDGE. THE DATA SHOWED SIGNIFICANT INCREASES IN THE TEST ANXIETY OF THOSE ACROSS FEMALES, SCHOOL TYPE, PARENTAL EDUCATION BACKGROUND, AND PHYSICAL TESTING ATMOSPHERE.
NOT ALL OF THESE VARIABLES CAN BE CONTROLLED, HOWEVER STAKEHOLDERS IN EDUCATION WERE URGED TO DESIGN MEANS THROUGH WHICH TEST ANXIETY WOULD BE REDUCED AMONG STUDENTS ACROSS THE EXAMINED VARIABLES.