We all know that even good students in class can often bomb tests. Here we share some suggestions for helping students with math and test anxiety in and out of the classroom. Thanks to all of our contributors for sharing a range of ideas from “Speed Dating” reviews, self-reflection letters, and peer-to-peer reviews/partners. You’ll appreciate the advice from your colleagues on what is working to **ease the pre-test anxiety** and **build their confidence for future** exams. |

**Less is More:** Have more frequent exams with less material on each. Breaking material into smaller test chunks can help curb some of the anxiety that comes from being overwhelmed at the amount of material covered on a test. This is especially useful in lower level math courses where students haven’t built up confidence in their mathematical abilities. |

**Take the Time for Self-Reflection**: After a test, you student can write a letter to a future student of the course telling them what they wished they had done to prepare for exams. Self-reflection after exams helps students identify problematic behavior patterns. Have students compare answers with each other and as a group come up with a recipe for test preparation. We’d love for you to share how this works with your class! |

**Ben Franklin’s Wisdom**: “Tell me and I forget, teach me and I may remember, involve me and I learn.” Peer- to- peer learning is effective for helping students verbalize where they have problems with concepts. Pick a recently covered topic and have students line students line themselves up along the wall in the order **that they believe they understand the material** (let them rate themselves). Pair the students starting at the ends (100% pair with 0% etc.). Give each group a problem that they must explain to their partner. |

**Speed Reviews**: Review days can often turn into math performances where the instructor blithely completes review problems on the board. Instead try “speed dating” on review day…90 seconds per problem, switch partners….do another. Shortly before the end of the class; review the correct answers. |

**Break it Down**: Language is a powerful tool. Work on building students confidence with small vocabulary changes. If a student says “I don’t get it” help them **verbalize the specifics** such as “I don’t understand fractions” or I don’t understand this step” being able to identify where they encounter problems slowly aids in building confidence when they see that it is not everything that is confusing but *only a small part* that is causing problems. |