Abstract
Standardized testing is an integral part of the English and American education systems. However, the use of high-stakes testing has unintended consequences, one of which is test anxiety. Over the last 50 years, increased attention has been directed to developing tools to identify students experiencing test anxiety. However, many test anxiety instruments have been created for research purposes rather than use within school decision-making and lack evidence for interpretation. The purpose of the current study was to support the use of the Multidimensional Test Anxiety Scale (MTAS) in applied settings by using a latent profile analysis to identify respondent groups to support score interpretation. Participants included 918 secondary students in England.
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