Featuring topics from medical miracles to environmental policy, the IGnite lecture series has showcased the diversity of research happening at Queen’s to a captivated audience of campus and community members. On Thursday, March 28 the public will hear about the future of gender policy in the Canadian school systems and innovative methods to solve environmental problems.

IGnite is a collaboration between the Arthur B. McDonald Canadian Astroparticle Physics Research Institute and the University Relations portfolio. Each event features two researchers from different fields discussing their projects and research experiences, while also including interactive demonstrations and poster presentations from students and additional researchers. The series offers a public platform where researchers can share what first ignited their curiosity and motivates them to pursue their research.

Lee Airton (Education) is a SSHRC-funded researcher and will present “The future of gender: Policy and practice playing catch-up to an ever-changing phenomenon.” They recently published a popular press book on welcoming gender diversity in everyday life, Gender: Your guide. Dr. Airton has also received a 2017 Youth Role Model of the Year Award from the Canadian Centre for Gender and Sexual Diversity and founded They is My Pronoun (TIMP) and the No Big Deal Campaign. 

Dr. Airton explains that research should be shared with those it impacts. 

“I study something that is relevant to every single member of the public, but is thought of as something that only transgender people care about: how other people read and respond to our gender expression, every day,” Dr. Airton says. “Events like the IGnite lecture allow me to bring the implications of my research directly to people who might not have thought about how they participate in gender, and encourage them to act on what we know about making gender into a safer and more comfortable experience for everyone.”

Canada Research Chair in Green Chemistry Philip Jessop (Chemistry) will discuss his research on carbonated water as it applies to solving environmental problems. An expert in switchable surfactants, Dr. Jessop received the NSERC John C. Polanyi Award in 2008 and is the technical director of GreenCentre Canada.

Dr. Jessop further elaborates that for him IGnite is an opportunity to return the public’s investment in his research.

“Society allows me to do research and it is only fair that in return I let society know what I’m doing,” he says. “I find that many people like to hear about new ways to reduce environmental harm.”

The event, the final in a three-part series for the 2018-2019 academic year, will take place Thursday 6:30-9 pm at the Biosciences Complex at 116 Barrie Street. Registration is free on Eventbrite and light refreshments will be served.

For more information on the series, visit the McDonald Institute’s website.  

The term “test anxiety” typically conjures up images of a high school or university student obsessing over an upcoming exam.

Certainly, older students have been the focus of more than a half a century of research examining test and assessment anxiety and its impact on grades. Researchers know that such test anxiety generally has a negative impact on academic achievement.

Yet we also know schools and parents are recognizing anxiety in younger children. Researchers have probed how, in particular, a rise in test anxiety in schools corresponds to an increase in the use of standardized testing increasingly mandated for accountability and evaluation purposes.

Coupled with growing awareness of responding to mental health challenges in schools, educators and policy-makers need to understand how to confront and minimize the effects of testing on students’ anxiety.

In the big picture, current assessment methods must adapt to reflect contemporary knowledge of both children’s diverse cultural contexts and a more nuanced understanding of developmental competencies.

In the day-to-day, parents and teachers can empower themselves to be better prepared to support student well-being by re-thinking their own approaches to tests, and what adults are modelling.

What is test anxiety?

Test anxiety is generally regarded as a “nervous feeling” that is excessive and interferes with student performance. Symptoms of test anxiety may fall into four broad physical, emotional, behavioural and cognitive categories.

Children could exhibit physical symptoms such as headaches, nausea, sweating and shortness of breath or feelings of fear, depression and helplessness. Behaviours might include fidgeting, pacing and avoidance. Cognitive disruptions could look like “going blank,” racing thoughts and negative self-talk.

Although not all students experience each of these problems, the impact of one or more of these symptoms can be debilitating. Left unacknowledged or unaddressed, in time such symptoms may lead to personal negative outcomes or harm, and difficulties at school.

The trouble with testing policy

Our research in Canada and abroad has consistently found that when policy-makers seek school reform, there is an ensuing emphasis on testing for accountability.

In these contexts, teachers and school administrators will focus classroom and school instruction on select areas and ultimately undermine a more holistic approach to children’s education. Standardized testing for accountability is also associated with heightened educator and student stress.

A narrow sense of “achievement” — such as is measured via standardized tests in select subject areas — is inadequate to capture key knowledge, skills and dispositions children need to be successful in contemporary schooling and life.

For these reasons, policy-makers would be wise to consider multi-dimensional approaches to holding schools accountable. For example, educational reforms are more likely to be successful when they use collective processes that incorporate perspectives of educators and communities.

What parents and teachers can do

In the context of these systemic and long-term issues, parents and teachers can intervene to reduce test anxiety for young children in the following ways:

1. Offer positive messaging

One of the simplest and most effective ways parents can combat test anxiety is through positive messaging.

For example, research demonstrates positive benefits when parents encourage positive self-talk, offer relaxation techniques and reassure children that anxiety is a natural feeling. Parents should know that psychological research suggests a certain amount of heightened arousal is necessary to perform well, a state of balance-in-tension.

2. Keep communication open

Parents also need to maintain open lines of communication with their child’s teachers — particularly since students do not necessarily exhibit test anxiety in all subjects.

3. Lower the stakes

Too often parent expectations increase the perceived “stakes” of the tests for students, assigning additional consequences or judging a child’s merit and ability on the outcome of a single test.

Instead, it is important for parents to understand and also convey to their child that tests are one indicator of their performance in a subject. No test is a perfect reflection of what a student knows or is able to do.

Seeing tests as one piece of information about how a child is progressing, and seeking out additional information as needed, will help parents gain perspective.

4. Take care of yourself

Ironically, one key issue both parents and teachers need to consider when attempting to assist students with test anxiety is to first take care of themselves.

Just as parents must be aware of what messsages they send, teachers also need to attend to their own well-being and avoid inadvertently transmitting their own anxieties to students.

For example, the relationship between teachers’ math anxiety and student math anxiety is well-established prompting some researchers to explore ways of breaking a mathematics anxiety cycle.

Similarly, teacher worry about large-scale test results, such as provincial or state-wide assessments, can transfer to students.

Thankfully, a positive development to emerge from some of these troubling findings is that there is a growing recognition of the relationship between teacher and student well-being.

5. Emphasize test skills, not drilling

Teachers can also help students combat test concerns by offering test-preparation skill development and reviews before important assessments.

The latter should not be confused with “teaching to the test,” which both narrows curriculum and may relentlessly drill test content.

Rather, practicing strategies such as re-reading difficult questions, writing brief outlines beside short answer questions and managing time during tests will be helpful.

Preparing students to write tests effectively also includes teaching students about test structures — question formats, the rationale of scoring schemes and common pitfalls with different question types.

Collectively, these skills can be applied to any curriculum or test. Students who have been prepared in both content and skills tend to have lower levels of test anxiety and are more capable of managing their time and responses.

Not surprisingly, these types of strategies are more effective when they are supported by parents and caregivers.

Optimally, parents, teachers and policymakers can work in their various roles to support children’s success while learning about possibilities for more complex and intelligent forms of accountability.

Overall, we need to re-think what matters in schools and what’s worth measuring.

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Christopher DeLuca is an associate professor in classroom assessment and acting associate dean, Graduate Studies & Research, Faculty of Education, Queen's University. Louis Volante is a professor of education at Brock University. 

This article is republished from The Conversation under a Creative Commons license. Read the original article.

The Conversation is seeking new academic contributors. Researchers wishing to write articles should contact Melinda Knox, Associate Director, Research Profile and Initiatives, at knoxm@queensu.ca.