Optional Exam Retakes Reduce Anxiety but May Exacerbate Score Disparities between Students with Different Social Identities
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| Title: | Optional Exam Retakes Reduce Anxiety but May Exacerbate Score Disparities between Students with Different Social Identities |
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| Language: | English |
| Authors: | K. Supriya, Christofer Bang, Jessica Ebie, Christopher Pagliarulo, Derek Tucker, Kaela Villegas, Christian Wright, Sara Brownell |
| Source: | CBE - Life Sciences Education. 2024 23(3). |
| Availability: | American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: https://www.lifescied.org/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1711272 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Test Anxiety, High Stakes Tests, Academic Achievement, Self Concept, Equal Education, Scores, Introductory Courses, Biology, Social Differences, Race, Gender Differences, Socioeconomic Status, Student Characteristics, Student Attitudes, Barriers, Science Tests, Intervention, Test Wiseness, Working Hours, Test Preparation, Comparative Analysis, STEM Education, Majors (Students) |
| DOI: | 10.1187/cbe.21-11-0320 |
| ISSN: | 1931-7913 |
| Abstract: | Use of high-stakes exams in a course has been associated with gender, racial, and socioeconomic inequities. We investigated whether offering students the opportunity to retake an exam makes high-stakes exams more equitable. Following the control value theory of achievement emotions, we hypothesized that exam retakes would increase students' perceived control over their performance and decrease the value of a single exam attempt, thereby maximizing exam performance. We collected data on exam scores and experiences with retakes from three large introductory biology courses and assessed the effect of optional exam retakes on gender, racial/ethnic, and socioeconomic disparities in exam scores. We found that Black/African American students and those who worked more than 20 h a week were less likely to retake exams. While exam retakes significantly improved student scores, they slightly increased racial/ethnic and socioeconomic disparities in scores partly because of these differences in participation rates. Most students reported that retake opportunities reduced their anxiety on the initial exam attempt. Together our results suggest that optional exam retakes could be a useful tool to improve student performance and reduce anxiety associated with high-stakes exams. However, barriers to participation must be examined and reduced for retakes to reduce disparities in scores. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1439634 |
| Database: | ERIC |
| Abstract: | Use of high-stakes exams in a course has been associated with gender, racial, and socioeconomic inequities. We investigated whether offering students the opportunity to retake an exam makes high-stakes exams more equitable. Following the control value theory of achievement emotions, we hypothesized that exam retakes would increase students' perceived control over their performance and decrease the value of a single exam attempt, thereby maximizing exam performance. We collected data on exam scores and experiences with retakes from three large introductory biology courses and assessed the effect of optional exam retakes on gender, racial/ethnic, and socioeconomic disparities in exam scores. We found that Black/African American students and those who worked more than 20 h a week were less likely to retake exams. While exam retakes significantly improved student scores, they slightly increased racial/ethnic and socioeconomic disparities in scores partly because of these differences in participation rates. Most students reported that retake opportunities reduced their anxiety on the initial exam attempt. Together our results suggest that optional exam retakes could be a useful tool to improve student performance and reduce anxiety associated with high-stakes exams. However, barriers to participation must be examined and reduced for retakes to reduce disparities in scores. |
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| ISSN: | 1931-7913 |
| DOI: | 10.1187/cbe.21-11-0320 |
