This paper describes a study examining how mathematics anxiety, test anxiety, and communication apprehension are related to student behavior in courses using standards-based grading. An observational study of mathematics courses with 221 participants found that test anxiety increased over the semester although many students reported lower stress or anxiety in an open-ended survey question. Mathematics anxiety and test anxiety were positively correlated with the number of voluntary reassessments students attempted, while communication apprehension was negatively correlated. These findings indicate that standards-based grading is an assessment framework that can provide alternate methods for some students to demonstrate content mastery. While this study was conducted in mathematics courses, the findings on test anxiety are likely to extend to other disciplines.

中文翻译：

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学生对数学课程标准评分的焦虑

本文描述了一项研究，该研究使用基于标准的评分来检验数学焦虑、考试焦虑和沟通恐惧与学生在课程中的行为之间的关系。一项对 221 名参与者的数学课程的观察性研究发现，尽管许多学生在开放式调查问题中报告的压力或焦虑较低，但考试焦虑在整个学期中有所增加。数学焦虑和考试焦虑与学生尝试自愿重新评估的次数呈正相关，而沟通恐惧则呈负相关。这些发现表明，基于标准的评分是一个评估框架，可以为一些学生提供替代方法来证明对内容的掌握。虽然这项研究是在数学课程中进行的，