Using Test-Taking Strategies to Maximize Multiple-Choice Test Scores

John P. Dolly

49 citations0/0 files storedEducational and Psychological Measurement

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Psychometric Methodologies and Testing Memory Processes and Influences Educational Assessment and Pedagogy

Abstract

The study was designed to answer two questions: (1) Can cognitive strategies to increase testwiseness be taught? (2) Can the testwiseness strategies be generalized by students so they can improve their scores on examinations other than those measuring testwiseness? Fifty-four undergraduate education students served as subjects. The treatment consisted of a one-hour lecture/discussion presentation covering four cognitive strategies identified as comprising testwiseness. This was followed by a 48 item instrument developed to measure testwiseness on typical classroom examinations. The results demonstrate that it is possible to teach four cognitive strategies which are part of testwiseness. On all measures of testwiseness, the experimental group significantly outperformed the control group.

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References

1952Educational Measurement 1965An Analysis of Test-Wiseness 1991Annual Meeting of the National Council on Measurement in Education 1979An Examination of Test-Wiseness In the Cognitive Test Domain

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2008Assessing test‐taking strategies of university students: developing a scale and estimating its psychometric indices 2016Group differences in test-taking behaviour: an example from a high-stakes testing program 2014Test-taking skills of secondary students: the relationship with motivation, attitudes, anxiety and attitudes towards tests 1991The Influence of Test-Wiseness on Performance of High School Seniors on School Leaving Examinations 2015Multiple-Choice-Prüfungen an Hochschulen?2014Effects of testwiseness and test-taking anxiety on L2 listening test performance: A visual (eye-tracking) and attentional investigation, The

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