The Frequent Administrations of English Tests and High School Students' Anxiety, Motivation, Feelings and Final Achievement Test Scores

Abstract

The purpose of this study was to explore the relationship between the frequent administrations of English tests and students' motivation, anxiety, and feelings. It also aimed to explore the effect of frequent administrations of English tests on students' scores on final achievement tests. Three groups of participants with frequent, semi-frequent, and no English tests during the study year participated in this study. A questionnaire was used so that the relationship between the frequent administrations of English tests and students' motivation, anxiety, and feelings could be addressed. The results of the study indicated that the frequent administrations of English tests would not decrease students' anxiety to a high degree. The study also revealed that only %50 of the students believed that their motivation would be promoted through frequent administration of English tests. In addition, the students in those high schools with the frequent administration of English tests did not show any progress compared with scores of the English tests of their preceding school year. Surprisingly, the high school with no test during the school year indicated that students have made significant progress when their tests scores of the preceding and the year under scrutiny were compared.