This review of the literature examines the effectiveness of instructing students in various test-taking strategies, particularly in reference to multiple choice questions. Among findings reported are that while test-wiseness strategies may be taught, these strategies have limited generalizability across exams and learners who proactively process…

Attempts to clarify the position concerning the giving of options in choosing questions on examination papers, and provokes thinking on the curricular and measurement problems associated with it. (Author/PG)

An anagram test administered under varying time parameters was used to evaluate the effectiveness of test-wiseness strategy. The relationship between test and state anxiety, and specific test-wiseness skills was explored. Students completed an anagram test in 15 or 25 minutes. Two groups received time-using directions and assistance during the…

Two groups of college students participated in test-anxiety reduction programs at a Learning Resource Center. One group (six students) participated in systematic desensitization procedures and the other group (17 students) was exposed to study skills methods of reducing test anxiety. Students in both groups were pretested and posttested with the…

The test-taker is viewed as a hypothesis-generating organism who can become "testwise." Testwiseness is defined as a stable skill, acquired by test-taking experiences, by which an individual can make test responses conform to a desired response pattern. (Author/MV)

The use of one specific ego-enhancing hypnotic approach, a technique that employs a conditioned "trigger," the clenched fist, to facilitate the changing of troublesome emotional states, is described. Forty first-year university students were the subjects of the study. (MLW)

This study was designed to answer two questions: (1) Can cognitive strategies to increase testwiseness be taught? and (2) Can such strategies be generalized? Strategies presented were: length of option, middle range, similarity or oppositeness, and deduction. The answer to the first question was affirmative, and the second a qualified…

In an investigation of the predictors of success on the dental National Board Examinations Part II, three studies were undertaken to test (1) the factual validity of a mock examination, (2) the usefulness of the mock examination as a predictor of board examination success, and (3) whether the third cross-validated the previous findings. (MSE)

Discusses why and how to improve the performance of minority college students on standardized tests. Emphasizes the importance of providing instruction in effective test taking and reinforcing acquired skills on practice tests. (KH)

Discusses the difficulty that black education graduates experience with teacher certification exams. Describes a Southern Regional Education Board project established to train faculty in black colleges to lead faculty and curriculum development in order to improve student performance on standardized tests and to increase the pool of minority…

If students can see a clear reason for comprehensive examinations and have a model to follow in preparation, they will learn more and their test anxiety will be reduced. A history of doctoral examinations is presented, and how students might be helped to prepare for them is discussed. (RM)

The stability of a two-factor model recently proposed for the Gibb Experimental Test of Testwiseness was assessed, using confirmatory factor analysis. Designed to measure seven specific testwiseness skills with 10 items per skill, Gibb's test has been shown to discriminate between persons trained and untrained in selected testwiseness skills. Such…

The types and frequency of markings students made on multiple choice tests were studied as an indication of students' metacognitive test-taking strategies. Also studied was whether instruction in test-taking strategies affected students' fluency and flexibility of strategy use as demonstrated through the marks they made on tests. Participants were…

The test-preparation program in this guide covers all forms of test taking to help students deal with real-world problems like test anxiety and insufficient preparation time. The chapters are: (1) "Finding Out about the Tests You Must Take"; (2) "Making a Study Plan"; (3) "Carrying Out Your Study Plan"; (4) "Learning Strategies"; (5) "Coping with…

A causal-comparative analysis was made of college students' performance on a program of tests and retests. Gains in test scores, student response to testing and retesting, and characteristics of students who chose to be retested are discussed. (CJ)