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ERIC Number: ED454282
Record Type: Non-Journal
Publication Date: 1992-Feb
Pages: 29
Abstractor: N/A
Reference Count: N/A
The Effects of Test-Taking Strategy Instruction on the Processing of Test Items.
Stough, Laura M.
The types and frequency of markings students made on multiple choice tests were studied as an indication of students' metacognitive test-taking strategies. Also studied was whether instruction in test-taking strategies affected students' fluency and flexibility of strategy use as demonstrated through the marks they made on tests. Participants were 90 undergraduates in 16 sections of a learning strategies course. Students were tested on three occasions in the semester. Answer indication and option elimination marks were most commonly made, with option elimination marks most commonly associated with high test scores before test-taking strategy instruction. After strategy instruction, and perhaps as a result of increasing the number of markings students made overall, none of the categories of markings were significantly correlated with high test scores. Following test-taking strategy instruction, both the fluency and the flexibility of types of markings increased, although flexibility decreased when students were tested several weeks after instruction. There was a difference in the pattern of markings of successful versus unsuccessful test takers. Option elimination, answer change, and selective item markings were evidently used by the student as metacognitive aids. (Contains 10 tables and 22 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A