Abstract
Pupils in 14 secondary classes were given an intelligence test and the Test Anxiety Scale for Children (TASC) early in the school year. Marks in mathematics in both progressive and terminal examinations were collected and analyzed as a function of anxiety, intelligence and method of examining. The experimental hypothesis was that high test anxious children would perform relatively better under the less stressful conditions of progressive examining than under terminal examining when compared with low anxious children in the same class. The anxiety/method-of-assessment interaction was significant and in the predicted direction. Implications for school examining practices are discussed.
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