Teaching students test wiseness can have a number of positive results, including improving the validity of the tests themselves and improving the scores of minority students on tests. (AEA)

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)

Compared relative effectiveness of two multicomponent strategies in the treatment of test anxiety. Test-anxious students were assigned to groups. Within-group changes between pre- and post-testing favored multicomponent treatments. Between groups, both desensitization treatment programs demonstrated significant improvement over no-treatment on…

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)

To analyze the hypothesis that retest gain scores would decrease in a decelerating curve to zero-gain as the retest interval increased, male college students were administered the WAIS on two occasions with a retest at either 1 week, 2 months, or 4 months. (Author/SJL)

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)

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

Presents an interview with Jerry L. Johns. Discusses topics related to reading assessment, standardized tests and test-wiseness, the format and content of reading assessment measures, informal reading inventories, and portfolio assessment. (RS)

Developed and cross-validated motivational distortion scales (fake bad and fake good) for the Children's Personality Questionnaire (CPQ). Findings from 12-year-old seventh- and eighth-grade students (n=58) suggest that children are sophisticated enough to respond to the CPQ in a socially desirable and socially undesirable way when asked to do so.…

Data from 72 adults in British university preparation (access) courses showed extreme levels of trait anxiety associated with lower final examination performance. Certain study and coping methods were correlated with final exam scores. Test anxiety was significantly correlated with trait anxiety but not with exam performance. (SK)

Thirty-six test-wise and 41 test-naive high school seniors completed a 14-item test designed to assess their abilities to apply selected test-wiseness principles. Results indicate that, before students can profitably apply test-wise skills, they must first possess knowledge about the content of the stem or options. (Author/KS)

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)

This study used a seven-stage instructional methodology to successfully teach a comprehensive test-taking strategy to six secondary learning-disabled students. Evidence of maintenance and generalization is reported. In the second article, answers are presented to questions about strategy training in general and this study in particular. (Author/DB)

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…

Academically sound methods for preparing students for standardized tests include establishing tests' importance, forming preparation teams, gathering information, aligning curricular and test objectives, teaching test-wiseness skills, informing stakeholders, involving students in preparation plans, infusing curriculum with test content, and…