A share of the credit: Helping test anxious students perform better in high-stakes exams

Barry, Clayton (2010) A share of the credit: Helping test anxious students perform better in high-stakes exams. Tropical English Teacher, 2 4: 9-25.

Author Barry, Clayton
Title A share of the credit: Helping test anxious students perform better in high-stakes exams
Journal name Tropical English Teacher
Publication date 2010
Sub-type Article (original research)
Volume 2
Issue 4
Start page 9
End page 25
Total pages 17
Place of publication Brunei Darussalam
Publisher CfBT Education Services
Language eng
Abstract Brunei’s upper secondary school sector relies heavily on igh stakes, end-of-year examinations in order to assess and reward students’ competence in English. ‘High stakes’ testing is defined by Davis (2006: 1) as “testing with serious consequences for students, their teachers and their educational institutions”. The GCSE O-Level English examination, administered by the University of Cambridge, can be considered particularly ‘high stakes’ because there is a direct relationship between students’ one-off exam performance and their work and further education opportunities in Brunei. For instance, receiving a ‘credit’ (50% or more) in the O-Level English exam is a prerequisite for entrance into Universiti Brunei Darussalam’s bridging program (UBD, 2010), and may form part of the ‘credit’ requirements to enter a 6th form college. Receiving a ‘credit’ is also a prerequisite for many of the much-sought-after jobs within Brunei’s 45,000-strong public service (Mohidin, 2008).
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Unknown

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Education Publications
 
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Created: Mon, 26 Sep 2011, 09:54:11 EST by Claire Backhouse on behalf of School of Education