Elementary students' perceptions of high-stakes testing in terms of motivation, test anxiety, and academic achievement

High stakes tests have been suggested to motivate all students in a homogeneously positive way through the belief that attaching consequences to test scores will encourage students to apply greater effort to achieve at passing levels. This study addresses this belief by obtaining elementary students’ perceptions of high stakes tests. This was accomplished by examining students’ drawings of themselves taking the North Carolina end of grade test (EOG). It then focused on how these students’ motivational levels, test anxiety levels and academic achievement levels influenced the students’ perceptions of the North Carolina EOG