At CATS Cambridge, Dr Barsham, Interim Senior Deputy Head, is bringing the latest research on test anxiety into the school, helping students to feel more confident and in control of their learning. Through one-to-one support, teacher training, and student assemblies, key insights from current research are being actively embedded into the school environment.
Dr Barsham has been sharing findings from research by Putwain et al. (2016) on “fear appeals.” This research highlights that emphasising the consequences of passing or failing exams whether by teachers, peers, or parents can inadvertently increase anxiety in already anxious students, particularly in the lead-up to exams.
Building on this, Dr Barsham has also introduced her own research, which explores an intervention based on the cognitive science concept of Desirable Difficulties (Bjork & Bjork, 2020). Conducted as action research in UK independent schools between 2016 and 2021, this work represents one of the first pastoral-based interventions of its kind.
It focuses on teaching students how memory works in relation to testing, helping them develop more effective study strategies and greater confidence.
A key finding reinforces the value of retrieval practice: studying followed by repeated testing is significantly more effective than repeated study alone (Roediger & Karpicke, 2006a, 2006b). By applying these principles, students can take greater ownership of their learning and reduce exam-related anxiety.
Dr Barsham’s full thesis is available via the University of Cambridge repository
In addition, Dr Barsham has authored two books on supporting students with test anxiety one designed as a practical guide for students, and another for schools, which includes a structured scheme of work aimed at improving student wellbeing and performance in assessments.
