Kindergarten children’s behavior before, during, and after standardized achievement testing was explored through a qualitative study in two classrooms (n = 36). Simultaneously quantitative data were collected in one of the classrooms (n = 21) before and during the testing. Data were collected through observations in the classrooms, interviews with children and teachers, and audio and video taping of the children. For the quantitative component of the study, frequencies of stress behaviors were observed using a scan sampling method. Qualitative findings indicated an increase in behaviors reported to be stress related during the testing and a decrease in those behaviors following the testing. Copying and calling out answers during the testing were also observed frequently. Children also marked incorrect answers, but when interviewed after the test, could respond correctly. Quantitative results supported the qualitative with a statistically significant increase in the proportion of stress behaviors observed during testing (M = .77; n = 21) when compared with the proportion during normal classroom activities (M = .25; t = -13.37, p <.001). © 1992 Taylor & Francis Group, LLC.
Publication Source (Journal or Book title)
Journal of Research in Childhood Education
Fleege, P., Charlesworth, R., Burts, D., & Hart, C. (1992). Stress begins in kindergarten: A look at behavior during standardized testing. Journal of Research in Childhood Education, 7 (1), 20-26. https://doi.org/10.1080/02568549209594836