The impact of descriptive evaluation on school achievement and test anxiety

This research which is an exercise in the field of descriptive evaluation aimed at composing the academic achievement and test anxiety of third grade students of Ahvaz elementary schools in academic year of 1386/1387 (2007/2008) the statistical universe of the study consisted of 3rd grade students enrolled in the primary schools of three educational districts of Ahvaz. (districts 1, 2, 4). Sampling method used was multi-stage random sampling and, on the whole, 150 students participated in this study. To collect data Ahvaz anxiety questionnaire and achievement tests in math and science were used. Data analysis showed that there was a significant difference between the performance in mathematics of 3rd grade students on account of the type of evaluated by use of descriptive method had a better performance. However, this was not the case regarding the science performance of the students, indicating that description evaluation had no effect on the student's performance in science. Results also showed that student's test anxiety proved to be significantly different under the two regimes of evaluation tended to reduce test anxiety of students participating in this study.