Megan, I would try giving her the assessment without calling it a test or quiz to see how she performs. Also, I would speak to her teachers from last year to see what worked or did not work to gain potential successful strategies. Importantly, look up strategies for test anxiety with her to allow her control over the tips she chooses. This way she can take ownership over the new intervention.

As a special education teacher I deal with students having test taking anxiety a lot. Testing modification are usually given to student who have a learning defect, and it doesn't seem like she has that. I really don't think testing modification are needed since she knows the information. I would try to give her some accommodation. For example give her a few questions at a time so she is not overwhelmed with the number of questions. You could also try having her drink sips of water during the test to help her focus and stay calm. Last but not least you could also give her preferential seating during testing that way she sits in a seat she is comfortable in with out being distracted by others finishing. If you find that one of these accommodation works you can then contact her other teacher to have them use the same accommodation in their rooms.

It is really hard to see a student who knows what they are doing, however, testing holds them back from showing it. It is a shame that testing has the power to scare students and make them forget everything. I would probably take the approach of having her test in a small group if at all possible and emphasize that there are no testing time requirements or have her come back during activity time to work on the test. I would also talk with her one on one and explain that you are just using the assessment as a guide to confirm what she already knows. Try your best to build her confidence in that she already knows the content and that there really isn't anything to fret over. I might would even give her a piece of gum or peppermint and tell her that this is to help her mind remember. She might find comfort in something like that and separate away from relying on you and it may help her focus.

You should start the RTI process and build documentation so that the student can be tested for a possible disability and receive testing modifications. Until then, take into account what you have stated and give the student opportunities to rework assessments in a one on one setting without taking away from her grade.

Since the student likes to work on the board, assessment questions could be given to her while the teacher uses the observations to assess her work on the board. Since she likes to work on the board, a small dry erase board could be given to her to work assessment questions on, then transfer the answers. I see that she freezes during assessments, but it may be a paper-pencil issue. Furthermore, since she will work problems while you are standing close, I would also allow her to sit close to you while taking the assessments. This may ease some nervousness, and allow her to perform at her best while you observe others.

I would try raising her self efficacy on the material and in actually completing exams. Maybe bringing her some easy exams to make her feel like she can take tests and pass them and get her self esteem. Find a way to make assessments fun so she is motivated. Other things that might help would be letting her take her assessments in a separate room. A lot of children have trouble focusing under the pressure of an assessment and a separate room would minimize the anxiety.

I have the exact same issue with a student who is in my honors U.S. History class. I feel very confused as to why this student is mastering the standards when i give informal assessments, but during the formal assessments they fail. I decided that this student, their parents and a counselor needed to meet before school. They have since taken the initiative to get this student additional testing based on their grades and the meeting. So far the student's grade has remained stagnant, but I do feel the student is not as stressed as he was before the meeting.

I would simply nag someone until the student gets what she needs to be successful. This is a time honored strategy and I have seen it pay off in many different ways. The student will appreciate your effort as well as you helping the student to be successful.