The purpose of this project is to decrease test anxiety within ESL community college students by providing their instructors with a guidebook for implementing alternatives in assessment. Chapter one dives right into the problem of ESL students experiencing test anxiety. At the community college level, there are added pressures from family needs, work, legal issues, adjusting to a new culture, and more. Teachers could offset this external anxiety by eliminating test anxiety in their classrooms.
Chapter two outlines much of the relevant literature dealing with the topics of test anxiety, foreign language anxiety, ESL testing practices, ESL at the community college level and alternatives in assessment. The literature review also analyzes the gaps in the literature that this project will strive to fill.
The third chapter includes the project itself, which consists of nine parts. Part one is a sample syllabus for teachers to use as a guide for when to implement alternatives in assessment throughout a semester. The next eight chapters describe the alternatives in assessment in detail and how to use each of them in the classroom. The appendix includes sample checklists, questionnaires and rubrics for teachers to use and adapt in congruence with the alternatives in assessment.
The fourth and final chapter consists of the conclusions and recommendations. This chapter speaks directly to teachers and explores possible ways to use the project in different teaching environments. The project concludes with future areas to be explored within the realm of alternatives in assessment.
","abstract_html":"<p>The purpose of this project is to decrease test anxiety within ESL community college students by providing their instructors with a guidebook for implementing alternatives in assessment. Chapter one dives right into the problem of ESL students experiencing test anxiety. At the community college level, there are added pressures from family needs, work, legal issues, adjusting to a new culture, and more. Teachers could offset this external anxiety by eliminating test anxiety in their classrooms.</p> <p>Chapter two outlines much of the relevant literature dealing with the topics of test anxiety, foreign language anxiety, ESL testing practices, ESL at the community college level and alternatives in assessment. The literature review also analyzes the gaps in the literature that this project will strive to fill.</p> <p>The third chapter includes the project itself, which consists of nine parts. Part one is a sample syllabus for teachers to use as a guide for when to implement alternatives in assessment throughout a semester. The next eight chapters describe the alternatives in assessment in detail and how to use each of them in the classroom. The appendix includes sample checklists, questionnaires and rubrics for teachers to use and adapt in congruence with the alternatives in assessment.</p> <p>The fourth and final chapter consists of the conclusions and recommendations. This chapter speaks directly to teachers and explores possible ways to use the project in different teaching environments. The project concludes with future areas to be explored within the realm of alternatives in assessment.</p>","abstract_has_math":false,"creators":["Grant, Allison D"],"institution":null,"degree_name":"Master of Arts in Teaching English to Speakers of Other Languages (TESOL)","degree_level":"Project/Capstone - Global access","degree_discipline":"International and Multicultural Education (IME)","degree_department":null,"school":null,"contributors":["Dr. Brad Washington"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-12-16T08:00:00Z","date_published":"2016-12-16T08:00:00Z","updated_at":"2026-07-24T05:43:46Z","subjects":["ESL","guidebook","test anxiety","community college","alternatives in assessment","Bilingual, Multilingual, and Multicultural Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/capstone/461","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Brad Washington"]},{"key":"dc:creator","label":"Author","values":["Grant, Allison D"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-12-14T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["International and Multicultural Education (IME)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Project/Capstone - Global access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ESL","guidebook","test anxiety","community college","alternatives in assessment","Bilingual, Multilingual, and Multicultural Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/capstone/461"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this project is to decrease test anxiety within ESL community college students by providing their instructors with a guidebook for implementing alternatives in assessment. Chapter one dives right into the problem of ESL students experiencing test anxiety. At the community college level, there are added pressures from family needs, work, legal issues, adjusting to a new culture, and more. Teachers could offset this external anxiety by eliminating test anxiety in their classrooms.
Chapter two outlines much of the relevant literature dealing with the topics of test anxiety, foreign language anxiety, ESL testing practices, ESL at the community college level and alternatives in assessment. The literature review also analyzes the gaps in the literature that this project will strive to fill.
The third chapter includes the project itself, which consists of nine parts. Part one is a sample syllabus for teachers to use as a guide for when to implement alternatives in assessment throughout a semester. The next eight chapters describe the alternatives in assessment in detail and how to use each of them in the classroom. The appendix includes sample checklists, questionnaires and rubrics for teachers to use and adapt in congruence with the alternatives in assessment.
The fourth and final chapter consists of the conclusions and recommendations. This chapter speaks directly to teachers and explores possible ways to use the project in different teaching environments. The project concludes with future areas to be explored within the realm of alternatives in assessment.
"]},{"key":"dc:title","label":"Title","values":["An ESL Instructor's Guidebook for Reducing Test Anxiety at the Community College Level Through Exploring Alternatives in Assessment"]}]}],"canonical_facts":{"dc:contributor":["Dr. Brad Washington"],"dc:creator":["Grant, Allison D"],"dc:date.available":["2016-12-14T08:00:00Z"],"dc:description.abstract":["The purpose of this project is to decrease test anxiety within ESL community college students by providing their instructors with a guidebook for implementing alternatives in assessment. Chapter one dives right into the problem of ESL students experiencing test anxiety. At the community college level, there are added pressures from family needs, work, legal issues, adjusting to a new culture, and more. Teachers could offset this external anxiety by eliminating test anxiety in their classrooms.
Chapter two outlines much of the relevant literature dealing with the topics of test anxiety, foreign language anxiety, ESL testing practices, ESL at the community college level and alternatives in assessment. The literature review also analyzes the gaps in the literature that this project will strive to fill.
The third chapter includes the project itself, which consists of nine parts. Part one is a sample syllabus for teachers to use as a guide for when to implement alternatives in assessment throughout a semester. The next eight chapters describe the alternatives in assessment in detail and how to use each of them in the classroom. The appendix includes sample checklists, questionnaires and rubrics for teachers to use and adapt in congruence with the alternatives in assessment.
The fourth and final chapter consists of the conclusions and recommendations. This chapter speaks directly to teachers and explores possible ways to use the project in different teaching environments. The project concludes with future areas to be explored within the realm of alternatives in assessment.
"],"dc:identifier":["https://repository.usfca.edu/capstone/461"],"dc:subject":["ESL","guidebook","test anxiety","community college","alternatives in assessment","Bilingual, Multilingual, and Multicultural Education"],"dc:title":["An ESL Instructor's Guidebook for Reducing Test Anxiety at the Community College Level Through Exploring Alternatives in Assessment"],"thesis:degree_discipline":["International and Multicultural Education (IME)"],"thesis:degree_level":["Project/Capstone - Global access"],"thesis:degree_name":["Master of Arts in Teaching English to Speakers of Other Languages (TESOL)"]},"updated_at":"2026-07-24T05:43:46Z"}