Compared the impact of computer-assisted psychological assessment on respondents to traditional psychometric administration procedure. Findings indicated no difference between administration methods on respondents' self-reported anxiety, electromyograph monitored stress, or task satisfaction. Moreover, computer-assisted assessment was more…

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)

Suggests teaching study and test taking skills which many students do not pick up intuitively. Includes a list of study tips and test-taking techniques which may be duplicated and distributed to students. (DH)

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…

Offers tips for preparing for and doing well on the SAT. (FL)

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";…

Author discusses common sense, reasoning processes, and the scheduling of examinations and their predictability. (RK)

A group cognitive modification treatment was effective in significantly reducing test anxiety as assessed by (a) test performance, (b) self-reports and (c) grade point average. (Author)

It was concluded that even with prior practice sessions, above average pupils in grades one and two are unable to utilize separate answer sheets in an effective manner. (AG)

A learning program in test-taking skills is proposed as a method of decreasing errors of measurement and testing handicaps. (GS)

Presents a test that teaches test-taking strategies and that can be used to reduce students' test anxiety. (AEA)

The nature of tests involved in the controversy on coaching is examined. Then coaching is considered against the background of diverse types of training that may affect test performance, and the implications of these various forms of training for the meaning and validity of test scores is discussed. (Author/BW)

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)

To reduce test anxiety, students should know that apparently no correlation exists between student rankings on examinations and the order in which students completed those examinations. Although the first paper completed usually ranks higher than the last, it is not necessarily the best paper, nor is the last the worst. (SB)

Presents expert advice on how to write effective tests and offers suggestions for teaching children how to take tests. (JMB)