Statistical outcomes conclude that both the Test Anxiety Inventory and the Anagram Solution Task exhibit substantial discriminant validity but relatively little concurrent validity. Each of the measures shows considerable promise as a means for identifying students with differential levels of test anxiety. (Author/PN)

Examines the relationship of study techniques and test-taking strategies to success on the "O" level of the British General Certificate of Education (GCE) examination. Findings showed that teachers and students felt that course reviews, including study of past examinations, was the best preparation. (AM)

A question is raised as to how much emphasis should be placed on the use of technical terminology in lectures, reading assignments, and tests, particularly in introductory college courses, if all that is facilitated pertains to factual recall. (JD)

Support claims that the "Defining Issues Test" of cognitive-moral development cannot be faked higher. Finds that instruction about cognitive-moral development affected the scores of the teacher trainees who were tested. (RL)

Suggests ways of teaching students how to successfully take essay examinations. (DD)

Asserts that competency testing as part of a writing program does not have to be a liability to the writing center. Describes the situation at Boise State University, where the writing center helps the students to prepare for the competency exams. Discusses each exam and the process of helping the students. (PRA)

Provides humorous look at the classroom from perspective of instructor. Focuses on test-taking behaviors of students, identifying 10 separate categories of test-takers: mysterious mystic, reliable rhythm master, antsy anguished, helpless header, persecuted pantomimer, equivocal eraser, pencil punctuator, conscientious chiropractor, miserable…

Advocates allowing students to form groups of three in which they may work together on tests. Discusses reactions of students to the arrangement. (CP)

Results from this study showed that external subjects provided with counseling and systematic desensitization felt that they retained too much control of therapy, while internals generally indicated an optional amount of control in counseling. (Author)

This study examined the effectiveness of PLAE (Preplan List, Activate, and Evaluate) in training students to have executive control over their learning strategies. Subjects, 56 at-risk students enrolled in four separate sections of an upper-level study strategies course at a major southern university, received intensive, direct instruction in…

This 145-item bibliography of examination study guides is a major revision of an earlier edition published in 1989. There are 45 new entries and 23 deletions of older books. This bibliography is intended for undergraduate students preparing for examinations required for admission to graduate or professional schools and for college graduates…

This guide to preparing for, and taking, examinations was designed for college students. The booklet recommends a series of techniques for proper preparation. These include making a semester, or quarter, study plan; and appropriate scheduling of study time and determination of a study area. Good review techniques involve planning a systematic…

A study was conducted to investigate the effects of high and low relevant text underlining and annotating (making margin notes or other marks to indicate important material) on test performance. The subjects, 67 college freshmen, were randomly assigned to one of four experimenter-generated conditions: (1) high relevant underlining; (2) high…

To examine faking on the Attitudes Toward Disabled Persons Scale (ATDP), undergraduates were asked to respond to ATDP, once honestly and once in a manner reflecting the most positive attitude possible. Fake scores were significantly higher than honest scores, indicating a capacity for "saying the right thing" among students not…

Investigates the circumstances under which answer changing is beneficial or detrimental to test performance. Analyzes the success of answer changing in relation to the reasons offered for changing. Concludes that students who reported guessing as their reason for changing answers were not nearly as likely to benefit from changing as were students…