ERIC Number: ED180566
Record Type: Non-Journal
Publication Date: 1980-Jan
Reference Count: N/A
The Effects of Providing Test-Taking Instruction for Various Types of Examinations to a Selected Sample of Junior College Students.
Bergman, Irwin B.
A study was conducted at Queensborough Community College to determine if instruction in taking tests would significantly improve the responses of non-proficient readers to multiple-choice, open-ended, and cloze-type questions. Students enrolled in 18 reading and study skills improvement classes (N=394) were divided into three main groups: the group receiving test-taking instruction; the test-taking practice group, which was permitted to practice taking tests but received no instruction; and the control group, which was given no instruction and no opportunity to practice. Standardized reading comprehension tests were administered at the beginning and at the end of the study. Results indicated that: (1) instruction in taking multiple-choice and open-ended tests did not significantly improve performance on tests employing these formats; (2) instruction in cloze-type test-taking resulted in significant improvement in the ability of students to correctly complete cloze responses on passages of a standardized reading comprehension test; and (3) practice on a particular test format without formal instruction was not sufficient in itself to produce significant gains in test performance. (Author/JP)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Queensborough Community Coll., Bayside, NY.