Reading instruction can be transformed into cynical test-beating exercises. Victory arises from frequent practice in taking similar tests. Students who spend most of their time on test-type activities generally do better on reading tests than those who "waste" time reading for information or pleasure. Teachers whose students score highest on…

Describes one Georgia high school's attempt to bridge the gap between quality instruction and standardized assessment. Outlines the school's continuous improvement plan to raise test scores, based on research and including a three-pronged focus on the environment, test-taking skills and knowledge of students and teachers, and the curriculum. Notes…

SkillsTutor and its competitors (including dot.com companies) are tapping a potentially lucrative market--kids wanting academic coaching to improve test scores. Some experts worry that test-prep could overemphasize skill-building materials or usurp broader-based, critical-thinking classroom activities. The jury is still out. (MLH)

Performed a meta-analysis of studies of the extent to which individuals can inflate their integrity test scores when coached or instructed to fake good. Results from 14 studies indicate that overt tests are more susceptible to both fake-good and coaching instructions than are personality-based measures. (SLD)

Teachers can do something to help ensure students will do better on tests. They can actively teach test-taking skills so pupils will be better armed in the battle to acquire knowledge. The author challenges teachers to use the suggestions provided in this article in the classroom, and to share them with their students. Test-taking strategies will…

I tested whether students' scores on the semester's first exam would change their reported use of textbook pedagogical aids during the course of the semester. I assessed 240 introductory psychology undergraduates early and late in the semester. The reported use of aids did not positively relate to student performance on any exams and showed only…

In this world of increasing competition for jobs and accountability in the workplace, adults are facing many new pressures, one of which is passing tests as part of the application process. This is especially difficult for adults who are academically challenged or did not go far enough with their education to feel comfortable in testing…

This research examines the effect of increased testing time by comparing the four performance indices of randomly equivalent examinee subpopulations on sections of similar content and difficulty administered at different times on three SAT administrations. A variety of analyses were used in this study and found no evidence that the current SAT…

Using the expectancy-value model of achievement motivation as a basis, this study's purpose is to develop, apply, and validate scores from a self-report instrument measuring student test-taking motivation. Sampled evidence of construct validity for the present sample indicates that a number of the items in the instrument could be used as an…

The majority of Chicago Public Schools (CPS) students are not attaining the ACT scores they are aiming for, which they need to qualify for scholarships and college acceptance. This report looks at the reasons behind students' low performance and what matters for doing well on this test. CPS students are highly motivated to do well on the ACT, and…

This review of the literature examines the effectiveness of instructing students in various test-taking strategies, particularly in reference to multiple choice questions. Among findings reported are that while test-wiseness strategies may be taught, these strategies have limited generalizability across exams and learners who proactively process…

The effects of answer changes on test scores of relatively non-test-sophisticated examinees was studied. Findings showed that a significantly greater number of changes were from wrong to right, thus increasing total test scores. Answer-changing behavior may reflect more than learned test-taking skill. (Author)

Accelerated massed desensitization and anxiety management training were compared with standard systematic desensitization in terms of reducing self-reported test anxiety in high test-anxious college students. All three treatments significantly reduced test anxiety as compared with a waiting list control group. (Author)

The study compared modified versions of systematic desensitization and covert positive reinforcement to a no-treatment control condition in the reduction of test anxiety. On an anagrams performance test, the covert reinforcement and control groups were superior to the desensitization group. (Author)

Attempts to clarify the position concerning the giving of options in choosing questions on examination papers, and provokes thinking on the curricular and measurement problems associated with it. (Author/PG)