Test-takers' voices in relation to high-stakes language tests have received growing attention in recent years. While the perspectives of this stakeholder group can be utilised to improve test quality, test-taking experience, and test impact, we argue that this goal needs to be achieved by considering a fundamental shift in our conceptualisation of…

The process of taking a high-stakes test stretches well beyond the day of the test itself; indeed, months may be spent preparing for such a test. Strategy research has proved to be a fruitful means of investigating the test-taking process, but it has typically relied on only one research approach at one contact point. This study explores three…

This study aimed to explore the effects of marking and metacognition-evaluated feedback (MEF) in computer-based testing (CBT) on student performance and review behavior. Marking is a strategy, in which students place a question mark next to a test item to indicate an uncertain answer. The MEF provided students with feedback on test results…

ESL students struggle to represent accurately on tests what they know. Understanding what constitutes equitable testing practices in university settings for ESL students poses a significant challenge to educators. This study reports on the content analysis of semi-structured interview data obtained from 13 university-level ESL students on their…

The present investigation was intended to provide information on the type of strategies employed by learning disabled (LD) students on standardized, group-administered achievement test items. Of particular interest was level of strategy effectiveness and possible differences in strategy use between LD and non-disabled students. Students attending…

Previous studies of washback (the influence of a test on teaching and learning) have provided insights into the complexity of educational systems and test use, especially in relation to the role of the teacher, but have given insufficient attention to the relationship between observed practices and test design features. In this article a washback…

A study examined the responses of five university students from linguistically diverse backgrounds to an unfamiliar essay examination task to be performed in English. Subjects were an East Indian educated entirely in English, a Korean-English bilingual, a Norwegian fluent in English, a black middle-class American, and an urban American. Data were…

Examines the use of clinical interviews as a complement to more typical achievement tests. The research focused on the learning outcomes resulting from second grade students' viewing of television program on magnets. Results indicated that clinical interviews provided evidence of effective instruction when achievement tests did not. (ML)