The SCORER learning-strategies approach was used to teach 28 middle school students how to take tests. SCORER refers to Schedule, Clue, Omit, Read, Estimate, Review. Benefit of instruction was measured in terms of near and far generalization. Results are discussed and recommendations are made. (Author/MT)

Research shows that most students who received test-wiseness training scored much higher than did students of equal ability who had no training. Familiarity with the test format, the test-taking situation, and the conventions of the test contribute to good performance. (MT)

The capacity of examinees to develop cue-using strategies was examined, and the results suggest that students profit from knowledge of a particular test constructor's idiosyncrasies. The findings also lend weight to the argument that performance on test wiseness items is cue-specific. (Author/BW)

Examines the amount of grammar terminology used or required for eleven leading standardized tests. (DD)

Results are in general agreement with previous research indicating that self-monitoring can have a dramatic effect on certain behaviors. In the present study, those Ss who recorded their own frequencies of accurate responding maintained their review efforts significantly longer than Ss who did not self-monitor. (Author)

Total scores from a series of classroom examinations compared with the order in which students completed the tests showed a relationship between completion time and test score. The first half of the students to finish scored significantly higher than the last half. (DS)

Reviews literature showing that formal instruction dealing with the process of how to take tests has been generally effective with students ranging from the prekindergarten through the high school level. (Author/FL)

Describes difficulties Lawrence (Massachusetts) Public Schools teachers faced in accommodating the addition of two superintendent-mandated test-preparation programs to the curriculum after school district ranked last on Massachusetts Comprehensive Assessment System (MCAS) for the third year in a row. (PKP)

Outlines the benefits of test taking skills, especially for low ability and disadvantaged students, and suggests that achievement tests provide valid assessments only of students with the requisite test taking skills. Offers 13 strategies for teachers to prepare students for testing. Contains 19 references. (SV)

Notes that, by guessing, children may score within normal range on tests by chance alone. Describes one process, random guessing, for estimating "true blind guessing score" (range of scores) that, if known, would result in missing fewer at-risk children. Sensitizes test administrators to tests that do not address or have suspicious corrections for…

The relative difficulty of seven test wiseness skills was studied with 243 undergraduates, who completed a measure of such skills. The use of specific determiners as a cue was significantly more challenging than eliminating irrelevant alternatives, selecting the alternative with the most information, or using grammar cues. (SLD)

Review of three research studies shows that some African Americans have negative perceptions of cognitive ability tests, including concerns that they may substantiate stereotypes. These attitudes may influence motivation, anxiety, and test performance. Training in test-taking skills and use of alternative testing formats are possible solutions.…

This study examined learned helplessness and its effect on test taking. Students were given one of two tests; the first began with extremely difficult questions and the other started with easy questions. The researchers hypothesized that those who took the test beginning with difficult questions would become easily frustrated and possibly doubt…