The purpose of this study was to determine the effects of teaching eight secondary students with disabilities, including seven with learning disabilities, a strategy for answering a variety of inferential questions. A multiple-baseline across-subjects design was employed. Outcome measures included scores on researcher-devised comprehension…

Reports the results of an experiment in which 146 college freshmen were asked either to fake bad answers, fake good answers or record their own views on the Defining Issues Test. Findings indicated that students could not fake higher scores, but could fake bad scores. (SDH)

This pamphlet, prepared by the Southern Oregon Research and Development Committee (SORD), offers suggestions for students and teachers for improving students' test-taking skills. Among the skills that students should possess to be prepared for taking tests are knowing the purposes of testing, having experience and practice in testing and following…

This bibliography contains 36 annotations of resources in the ERIC database (ranging from 1983 to 1989) concerning study skills, note-taking, test-taking, and other organizational skills. The first section of this bibliography provides resources for developing good study habits, how to change study behavior, allocating study time, and study…

"Teaching the test" has been defined in terms of teaching those particular content knowledges or skills needed to answer the test items correctly. Evidence of several sorts examined in this paper clearly indicates that New Century was teaching students in Providence, R.I., the Gates-MacGinitie Reading Test, which was used to assess their…

Describes a reading course designed to increase efficiency and concentration on the Scholastic Aptitude Test. (MKM)

Longitudinal studies of test wiseness (TW) investigated: (1) the relationship between TW and grade level; (2) the relationship between TW and sex; and (3) the stability of TW. Results indicated that TW was somewhat stable over the intervals observed. No sex effects and no sex by year interactions were found. (Author/GD C)

Offers seven steps for students to follow when writing an examination answer. (HOD)

Students in 22 social science courses at the junior high, senior high, and college level were surveyed about their study habits to prepare for a major exam. An index of the effectiveness of each class of study activity was developed in terms of its impact on test grades. (RB)

Two groups of nursing students were taught test taking skills, and one group was also taught learning team methods. Using scores on the State Board Examination, comparisons were made between the two groups and a control group. Results are discussed. (Author/MT)

Exam-skilled, high-anxious college students performed comparably with skilled, low-anxious peers on the Raven Advanced Progressive Matrices, yet significantly worse on the concurrent backward Digit Span test. Conversely, high-anxious, unskilled subjects were exceeded by low-anxious, unskilled peers on both tasks. (Author/BW)

Section pre-equating (SPE) equates a new test to an old test prior to the actual use of a new test by making extensive use of experimental sections of a testing instrument. SPE theory is extended to allow for practice effects on both the old and new tests. (Author/BS)

Administrators can improve the test scores at their schools by working with teachers so that they understand the purpose of the testing and by developing a plan for communicating with parents and the community about the testing program. (MLF)

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)