The impact of school test format on adolescents' well-being: Grammar-based and Freedom-of-Task test types influence on high school students.

This study investigated whether assessments in standardized test format in English as a second language contribute to lower levels of well-being, higher levels of stress and lower levels of selfefficacy in adolescents. It also examined two sets of test results: the standardized test ones and the alternative test ones where students were free to choose the task from a menu of options to appreciate whether the latter produced higher marks. Results did not support the hypothesis of a negative impact of standardized tests on both academic achievement and levels of affect. Further investigation, perhaps refining the study design and recruiting a bigger sample in a state funded school, may either confirm these results or produce data that would support the initial hypotheses of this study [ABSTRACT FROM AUTHOR]