Chapter Two: An Overview of Testing and Evaluation
Introduction.
2 -1-Testing
2 -2-Types of Testing.
2 -2-1 Standardized Test (Language Aptitude Test).
2-2-2- Achievement Test.
2-2-3-Proficiency Test.
2-2-4-DiagnosticTest.
2-2-5-PlacementTest.
2 -3-Problems in Testing and Evaluation.
2 -4-Testing and Examination.
2-5-Definition of Classroom Assessment.
2 -6-Type of Assessment.
2-6-1Formative Assessment.
2 -6-2Summative Assessment.
2-7-Examination Qualities.
2-7-1-Validity.
2 -7-2-Reliability.
2-7-3-Impact.
2-7-4-Practicality.
2 -6-Scoring System.
Conclusion.
Chapter Three:Data Analysis and Results
Introduction
3.1. Research Design
3.1.2. Methodology
3.1.3. Data analysis Tools
3.1.4 The sample of the Study
3.1.5 Population of the Study
3.2. Students' Interview
3.2.1. Description of Students' Interview
3.2.2. Administration of the Students' Interview
3.2.3. Discussion and Analysis of Students' Interview
3.3. Students' Questionnaire
3. 3.1. Description of Students' Questionnaire
3 3.2. Administration of the Students' Questionnaire
3 3.3. Discussion and Analysis of Students' Questionnaire
3.4. Teachers' Questionnaire
3.4.1. Description of Teachers' Questionnaire
3.4.2. Administration of the Teachers' Questionnaire
3.4.3. Discussion and Analysis of Teachers' Questionnaire
3.5. Recommendations and pedagogical implications.
Conclusion.
General conclusion.
Bibliography
Appendices
GENERAL INTRODUCTION
Contents
Introduction……………………………………………….…………page numbers?
1. Statement of the Problem………………………………………………………….
2. Aims of the study………………………………………….……………………….
3. Significance of the Study…………………………………………………
4. Research Question……………………………………………………………….
5. Research Hypothesis…………………………………………………….….
6. Research methodology…………………………………….…………………….
7. Population and sampling…………………………………….……….………….
8. Data collection tools……………………………………………………….…….
9. Structure of the study......................................................................................
Introduction
Academic examination is an evaluation process intended to test learners for what they know or what they learnt. It is simply an assessment test that gives the teachers an idea of how much the students have understood and grasped the lessons they have been taught. In other words, a testis considered as the only academic measurement that teachers possess and use to evaluate learners’ knowledge and comprehension. So, this way, students can pass from one level to another in order to achieve progress in their study. More importantly, the examination periodisconsidered as astressful time for manystudents.It makes most of them feel extremely anxious and nervous. They start toworry about the exam days beforeor during the exam situations because the results of this exam areenormouslycrucial for their academic careers. This feeling is expected to be experienced by many students but there are some students during the evaluation process who develop unconsciously in their minds a kind of fear, it is the fear of being evaluated or it is known as ‘exam phobia’.In fact, as more students fear from exams, they are more interested and worried about their grades, it means that test results of student have a strong relationship with level of anxiety whether it is higher or lower and effect their academic performance.
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Statement of the Problem
The subject of this study concerns the negative influence of exam phobia on students’ academic performance that hinders their achievement. Most of studentssuffer from examination phobia; they mostly experience an excessive and unreasonable fear. Therefore, they become so frightened of not performing well during exam and feel embarrassing or be afraid of others will judge them negatively. However, all the times whether they are good students or weak ones they remain under stress and fear of exams unlike the well-prepared students who always experience less stress and phobia.
Significance of the Study
This study is significant because the exam phobia has a serious consequenceon learners’ results. Most studentssuffer from this phenomenon thataffects their schooling life because they do not feel comfortable enough, some of them areso stressed, anxious and frightened when the exam is coming. Thus, the significance of this study is to spot some light on the real reasons of exam phobia on EFL learners’ outcomes.
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Aims of the Study
The main goals of the present research study is to have a comprehensive view about exam phobia among learners and to:
· Explore the anxiety level, stress, fear and embarrassment due to exam phobia among students when sitting for their exams.
· Ascertain the effect of exam phobia on EFL learners’ grades.
· Investigate the main factors that cause exam phobia and hinderlearnersfrom good results.
· Recommend some proposals for students to overcome exam phobia during exams in order to obtain better results.
Research Questions
In the current study, the researcher attempts to answer the following questions:
· What are the real reasons behind exam phobia?
· How can exam phobia affectEFL learners’ outcomes?
ResearchHypotheses
In the present research, to answer the previous research questions, we hypothesise that:
· If students have low level of anxiety and fear, meanwhile a high level of motivation and self-confidence they will not suffer from exam phobia.
· If students do not experience exam phobia inexams,then their outcomes will not be affected negatively.
Research Methodology
Due to the nature of the research and after a careful consideration of which method would be the most appropriate one for the current study, we chose the descriptive method to conduct our research in order to discover the effect of exam phobia on student’s outcomes.
As research tool, the data in this work are collected from different sources. We usedtwo questionnaires to seek students’viewpoints, and an interviewand for gathering more information about students’ opinions in order to learn from their experiences during the period of the exams.
As population, we decided to choose a random sample from first year students ofEnglish at Biskra University, because they may experience more this problembecause of they arenovel to university level and their degree of anxiety during examination is expected than other students in higher levels.
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Structure of the Study
Our dissertation is divided into three main chapters; the theoretical part and the practical part. Its theoretical part will consist of two chapters, the first chapter is an overview of exam phobia. It provides some definition of different concepts includes exam phobia features, factors that shape exam phobia and its impact on learners’outcomes, followed bythe description of students’ feelings and attitudes during examination period. Whereas, in the second chapter we will focus on language testing and evaluation,as well as, we willhave an overview of different processes concerning classroom assessment and evaluation. The third chapter is the practical part of the current study. It provides the description and discussion of the results that will obtained frombothteachers’ and students’ questionnaire and from the interview that willexplore the learners’ perceptions and experience of exam phobia to investigate their psychological attitudesduring and after exam.
Chapter One
Overview of ExamPhobia
Title of the chapter:Do not write this Table of Contents
1-1-Understanding Phobia. Page number
1-2-Types of Phobia. Revise numbering like this
1.2 Types of Phobia……..
2-1-1-Specific Phobia.
2.1.1Specific Phobia……………
2-1-2- ComplexPhobia. Everything in bold
2-1-2-1- Social Phobia.
Agoraphobia.
Definitions of Exam Phobia.
Definition of Anxiety.
Definition of Exam Fear.
Definition of Stress.
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