Formative Assessment Feedback and Test Anxiety on the Academic Performance of the Bachelor of Secondary Education Students
DOI:
https://doi.org/10.48017/dj.v10i4.3517Keywords:
stress, teacher educationAbstract
The study aimed to determine the quality of formative assessment feedback, test anxiety, and academic performance of the 268 sample participants, enrolled in Bachelor of Secondary Education majors in English, Science, and Math at Cavite State University's Carmona for AY 2024-2025. A self-made questionnaire was utilized in the study. Answers were tabulated and interpreted using weighted mean, standard deviation, and Pearson’s rho. Results revealed that quality of formative assessment feedback across all majors was excelent, implying that feedback is specific, addresses learning needs, and enables significant performance improvement. Test anxiety across all majors was high, which suggests that most participants experienced significant stress during assessment. Academic performance of the participants showed to be very good. A moderate positive association exists between quality of formative assessment feedback and academic performance. The same findings for the association between test anxiety and academic performance, except for Math major participants, a strong positive association exists. Moreover, moderate positive association exists between the quality of formative assessment feedback and the level of test anxiety of the participants. Effective feedback enhances learning outcomes but may also increase self-awareness, potentially leading to heightened anxiety. Participants suggested that timely and specific feedback addressing areas for improvement allow them to reflect and apply corrections while the assessment is still fresh in their minds. Also, they agree that the way feedback is delivered affects their stress levels. Also, they feel more supported when feedback highlights progress and strengths while offering constructive advice in a way that is kind and motivating.
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