ERIC Number: ED113375
Record Type: RIE
Publication Date: 1975
Reference Count: 0
Test-Wiseness: A Cognitive Function?
Woodley, Katheryn K.
This paper reports the findings of an attempt to improve test-wiseness (TW) through direct instruction in selected test-taking strategies. TW was defined as "a cognitive function, subject to improvement through both general exposure to a wide variety of test items, and specific training in test-taking skills." The total investigation included: development and validation of a test instrument to measure TW; evaluation of the level of TW in an adult occupational group; program development and refinement; investigation of the psychological correlates of TW; and, formative and summative evaluations of a TW program. A program was developed to provide training in responding to multiple-choice and essay test items. The program combines instruction and measurement in a workbook format, with diagnostic testing and some branching. It was designed for use by adults, and focuses on strategies applicable to a wide variety of occupational or licensing examinations. Rules and strategies are emphasized, rather than practice in specific item types. Included are rules related to accuracy of item interpretation, deductive reasoning to eliminate absurd, similar or contradictory options, and cue-using strategies. A complex, multi-sample design was used for formative evaluations and additional evaluations will be completed. General findings to date have shown an increase in TW both on an internal and an external criterion and a decrease in test-related anxiety, after use of the program. Trends for increased consistency in test performance over time were noted. (Author/RC)
Descriptors: Adults, Anxiety, Certification, Cognitive Ability, Essay Tests, Formative Evaluation, Instructional Programs, Multiple Choice Tests, Occupational Tests, Program Effectiveness, Test Wiseness, Testing
American College, Bryn Mawr, Pa. (Free)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Council on Measurement in Education (Washington, D.C., March 31-April 2, 1975)