| This study investigated test anxiety experienced by middle school English as a second language Hispanic learners while taking high-stakes standardized tests. High-stakes standardized assessments usually take place at least once or twice during a school year and are used for making major decisions regarding student education performance, placement, and school accountability. This study also was designed to determine reoccurring themes in regards to high-stakes testing and test anxiety concerns gathered from teacher and student questionnaires, interviews, and focus groups. Specific attention and consideration was given to the linguistic transfer of both social and academic second language learning in relationship to the competencies and strategies necessary for the development and practice of successful test-taking skills. |
