by Michael Deqel

Created on: May 28, 2008

Stress raises adrenaline levels and can improve awareness and performance, as with athletes in competition. On the other hand, too much stress or chronic stress has the opposite effect, decreasing performance and interfering with memory and focus.

Excitement and a desire to perform well on a test, therefore, is probably a good thing. The increased adrenaline will help improve performance. This is more likely with tests that reinforce learning rather than with high-stakes testing.

In addition to high-stakes increasing stress, fear of failing or of disappointing others, or stress unrelated to the test itself from home, work, or friends, likely will cause a person to do poorly on a test. The stress will distract, rather than be a short-term boost in energy.

High-stakes tests, which determine a student's future, such as matriculation or college-entrance exams often induce large levels of stressfailing has huge consequences. The increased stress makes it more difficult to access memory, stay focused, and organize thoughts. All of these will likely cause a student to do more poorly on a test.

Tests designed as learning instruments, though, can lower stress. These tests reinforce learning rather than seeking to "measure" who is "worthy" of a goal, such as graduating eighth grade or entering college. The test is often fun, designed around a project or goal, and demonstrate competency rather than pushing students to regurgitate a limited set of facts.

Even so, these tests have stress associate with them. The difference is that usually, a test that reinforces learning (rather than trips students up) reduces the stress as the student progresses, by helping the student to "remember" what she or he knows. Students can manage the stress more easily, and can often become excited as the test encourages success.

Ultimately, stress needs to be channeled into energy that the test-taker can use to do well. This is like a stage performer who takes stage fright and turns it into excitementthe same energy, the same stress, but a positive one that leads to better performance.

So, stress can either interfere with test performance when it is too much and unmanageable, as with high-stakes testing. Or it can help test takers increase their energy and focus, as with athletes or performers. It is not a question of one or the other, but a question of managing the stress. High-performance testing tends toward negative effects of stress, while tests designed to reinforce learning tend to favor stress that can be used as positive energy.

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