Thirty male and 30 female undergraduates were tested in six groups of 10. Each subject completed the FIRO-B under three different instructional sets. The instructional sets were (a) "normal condition", (b) "fake good", and (c) "fake bad". The study revealed that the FIRO-B is susceptible to undetected faking. (Author)

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 purpose of this paper is to acquaint the reader with the topic of test-wiseness. The first section of this paper presents a series of multiple-choice items. The reader is asked to respond to them and is encouraged to read carefully the remainder of this paper for techniques which could improve test-taking performance. The next section defines…

Freshmen (N=202) took two batteries of aptitude tests 10 months apart. Six pairs of tests were studied. Two pairs were identical, two were parallel, and two were completely different. This design made it possible to separate three components of practice: (a) general test sophistication, (b) specific practice effect, and (c) item familiarization.…

This article is mainly concerned with a study of the relation between the content of a multiple choice test and its composition, from the point of view of those features in tests which enable the testee to derive the correct answer by studying the composition of the test itself. (Author/POP)

Evidence was sought to test the claim that many young children lack the abilities prerequisite to taking standardized tests and therefore, perform poorly. Curricular materials were designed and implemented in an effort to increase the test-wiseness of children unfamiliar with standardized tests. The experimental group improved significanly after…

Suggests techniques for teaching students to comprehend test questions in a manner that requires them to think about both what is in the question and what could be in the passage. (HOD)

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)

A model is presented that counselors in small groups may use to improve students' test-taking skills and motivation and to enhance students' self-knowledge and decision-making ability through better test interpretation. (Author)

This article discusses how test preparation helps students with deafness to develop the skills required to do well on standardized reading tests by examining test-taking strategies and common language structures used in test items. Common errors made by students are listed and helpful remedial classes are discussed. (Contains four references.)…

The effects of repeaters (testees included in both administrations of two forms of a test) on the test equating process are examined. It is shown that repeaters do effect test equating and tend to lower the cutoff point for passing the test. (JKS)

Past practice of operationalizing the concept of fakeability of psychological tests is reviewed. The strengths and weaknesses of these indices are discussed in the light of a proposed new definition of fakeability based upon Naylor's model of measurement accuracy. (Author/JKS)

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…

Testing professionals need to work with teaching staff and parents to help students prepare for standardized testing. Year-long preparation involving teachers and parents is a better alternative than teaching test wiseness strategies at the last minute before a standardized test. (Author/PN)

Applies the basic principle of performance to taking tests, poses some alternative views of test performance, and provides some general guidelines that will facilitate improved test-taking. (Author/CM)