Two groups of nursing students were taught test taking skills, and one group was also taught learning team methods. Using scores on the State Board Examination, comparisons were made between the two groups and a control group. Results are discussed. (Author/MT)

Exam-skilled, high-anxious college students performed comparably with skilled, low-anxious peers on the Raven Advanced Progressive Matrices, yet significantly worse on the concurrent backward Digit Span test. Conversely, high-anxious, unskilled subjects were exceeded by low-anxious, unskilled peers on both tasks. (Author/BW)

An evaluation of a test-retest policy, which was designed to give students a second chance at each exam in introductory psychology courses, showed that it reduced the test anxiety of approximately 80 percent of the students. Students' scores also improved on retests. (RM)

Assessed the degree to which components of test-taking strategies, covert self-statements, and subjective anxiety during an exam provide increments in prediction of test performance of undergraduates (N=72). Results showed that only test-taking strategies provided a significant increment to multiple-choice and essay test performance but not math…

This book is designed to help the student learn how to study effectively. The focus is on finding one's own learning style and working with it to improve studying and learning. The following chapters are included: (1) "Getting Started"; (2) "Discovering How You Learn"; (3) "Looking and Listening"; (4) "Making Images, Making Order, Making Sense";…

Explains how achievement tests developed to counteract the inexact nature of the assessment process. Points out common fallacies in interpreting test results and suggests how test results can be more constructively viewed. (DB)

This study investigated the generality of the negative suggestion effect in objective tests. College students read text passages and took objective tests. Later, they rated statements' validity, including statements from the initial test. Students were more likely to consider objectively false statements true if they had appeared on the earlier…

The assumption that the more able student can recognize a correct answer in a multiple choice situation more quickly than the less able student leads to the prediction that higher scores would be associated with shorter test-taking time. Research investigating this prediction have yielded mixed results, suggesting the need to examine other…

Although many students and teachers may believe otherwise, answer changing can be helpful in test taking. This study examined the effects of having a teacher lecture on answer changing as a beneficial test strategy. Participants (N=470) were college students randomly assigned to intervention or nonintervention treatments. In the intervention…

The susceptibility to faking on the Tennessee Self Concept Scale was examined among college students. Additionally, groups of respondents, instructed to respond in a "random" fashion to pre-determined numbers of items in the TSCS, were subjected to a plausibility analysis of their test response vectors using the Rasch measurement model.…

The effects of calculator use by college sophomores on measures of mathematical aptitudes and classroom examinations in the area of business statistics were studied. It was found that students using calculators during aptitude measures performed consistently better and sometimes significantly better than students who did not use calculators.…

The effect of test-wise behavior on mental ability and achievement test performance was investigated. When test-wise and test-naive college students were instructed in test-taking skills, both groups demonstrated significant gains in test wiseness. While instruction did not affect test performance, the test-wise subjects performed more…

Mean subtle-obvious ratings of all MMPI items were obtained from individuals relatively naive to psychological inventories. Analysis of previous subtlety-obviousness measures in terms of ratings obtained here demonstrated that different procedures produced results that are superficially similar. Further research should demonstrate whether…

Researchers examined the effects of student-generated knowledge maps as a learning strategy. Eighty-one college students learned to make knowledge maps then participated in in-class and out-of-class testing sessions. Mapping positively affected their performance on recognition and recall tests, positive effects which were maintained. (SM)

I tested whether students' scores on the semester's first exam would change their reported use of textbook pedagogical aids during the course of the semester. I assessed 240 introductory psychology undergraduates early and late in the semester. The reported use of aids did not positively relate to student performance on any exams and showed only…