In this exploratory mixed methods survey study, we assess preservice teachers' (n=379) experiences with and beliefs about their high-stakes testing experiences and analyze how they relate to their beliefs about the role and efficacy of high-stakes testing in education and their future profession. Using Likert, vignette, and open-ended response…

The current NCLB/ESSA-generation [No Child Left Behind/Every Student Succeeds Act] of pre-service teachers in the U.S. received their K-12 schooling during the standardized test-focused education accountability era. There is little research exploring how they perceive the disconnect between their K-12 teacher-centered, test-focused school…

This study explored differences in test anxiety on high-stakes standardized achievement testing and low-stakes testing among elementary school children. This is the first study to directly examine differences in young students' reported test anxiety between No Child Left Behind (NCLB) achievement testing and classroom testing. Three hundred…

One Hundred and Twelve Latino students from Philadelphia participated in this study, which examined the development of deductive reasoning across adolescence, and the relation of reasoning to test anxiety and standardized test scores. As predicted, 11th and ninth graders demonstrated significantly more advanced reasoning than seventh graders.…

This article examines the controversy that continues to surround the No Child Left Behind (NCLB) Act. Since its passage, NCLB has been criticized for a number of reasons. One of the criticisms is that it is unfair to include special education students and students with limited English proficiency in the accountability system and judge them by the…

The recent No Child Left Behind legislation has defined a vital role for large-scale assessment in determining whether students are learning. Given this increased role of standardized testing as a means of accountability, the purpose of this article is to consider how individual differences in motivational and psychological processes may…

The passage of "No Child Left Behind" (NCLB) legislation has led to an increased awareness of testing and assessment in public school systems and its impact. A cursory review of the academic literature and national news sources on the impact of standardized testing revealed a plethora of anecdotal cases of students experiencing illness,…

Teachers can implement effective strategies to assist test-anxious students. By being aware of the types of student with these traits, they can develop, modify, and implement various strategies into their teaching repertoires. Furthermore, teachers who employ formative factors, habitual prudence, purposeful learning experiences, and test-wise…

With the increasing enrollment of multicultural students in public schools, it is necessary to understand how to provide appropriate services to students from diverse backgrounds. Testing situations are also increasing with the addition of the No Child Left Behind Act. In order to accurately assess whether students are performing poorly due to not…