Some people may have test anxiety and not be able to perform well on a test. Other people may not study or comprehend the test!
Any test in which the same test is given in the same manner to all test takers is a standardized test. Standardized tests need not be high-stakes tests, time-limited tests, or multiple-choice tests. The opposite of a standardized test is a non-standardized test. Non-standardized testing gives significantly different tests to different test takers, or gives the same test under significantly different conditions (e.g., one group is permitted far less time to complete the test than the next group), or evaluates them differently (e.g., the same answer is counted right for one student, but wrong for another student).
Standardized tests are perceived as being more fair than non-standardized tests. The consistency also permits more reliable comparison of outcomes across all test takers.
Sport science is a discipline that studies the application of scientific principles and techniques with the aim of improving sporting performance. Human movement (kinesiology) is a related scientific discipline that studies human movement in all contexts including that of sport.
The study of sport science traditionally incorporates areas of physiology, psychology, motor control and biomechanics but also includes other topics such as nutrition and diet, sports technology, anthropometry, kinanthropometry, and performance analysis.
Mathematical anxiety is anxiety about one's ability to do mathematics independent of skill.
Math anxiety is a phenomenon that is often considered when examining students’ problems in mathematics. Mark H. Ashcraft, Ph.D. defines math anxiety as “a feeling of tension, apprehension, or fear that interferes with math performance” (2002, p. 1). The first math anxiety measurement scale was developed by Richardson and Suinn in 1972. Since this development, several researchers have examined math anxiety in empirical studies. Hembree (1990) conducted a thorough meta-analysis of 151 studies concerning math anxiety. It determined that math anxiety is related to poor math performance on math achievement tests and that math anxiety is related to negative attitudes concerning math. Hembree also suggests that math anxiety is directly connected with math avoidance.
A high-stakes test is a test with important consequences for the test taker. Passing has important benefits, such as a high school diploma, a scholarship, or a license to practice a profession. Failing has serious consequences, such as being forced to take remedial classes until the test can be passed, not being allowed to drive a car, or not being able to find employment.
The use and misuse of high-stakes tests are a controversial topic in public education, especially in the United States where they have become especially popular in recent years, used not only to assess students but in attempts to increase teacher accountability.
Educational psychology is the study of how humans learn in educational settings, the effectiveness of educational interventions, the psychology of teaching, and the social psychology of schools as organizations. Educational psychology is concerned with how students learn and develop, often focusing on subgroups such as gifted children and those subject to specific disabilities. Researchers and theorists are likely to be identified in the US and Canada as educational psychologists, whereas practitioners in schools or school-related settings are identified as school psychologists. This distinction is, however, not made in the UK, where the generic term for practitioners is "educational psychologist."
Educational psychology can in part be understood through its relationship with other disciplines. It is informed primarily by psychology, bearing a relationship to that discipline analogous to the relationship between medicine and biology. It is also informed by neuroscience. Educational psychology in turn informs a wide range of specialities within educational studies, including instructional design, educational technology, curriculum development, organizational learning, special education and classroom management. Educational psychology both draws from and contributes to cognitive science and the learning sciences. In universities, departments of educational psychology are usually housed within faculties of education, possibly accounting for the lack of representation of educational psychology content in introductory psychology textbooks.