ABSTRACT
In the previous chapter, suggestions were made whereby teachers can organise the process of learning in order to reduce evaluative threat. Recommendations included altering the social and competitive climate for learning, altering the manner in which learning is assessed, encouraging appropriate goal setting and risk-taking behaviours. Achievement benefits were forecast to the extent that teachers are able to minimise conditions which promote uncertain self-images and attributional uncertainty together with the adverse effects of failure at early or critical points in the learning sequence. In each of these respects, strategies recommended presumed a whole class intervention.
