The Application of a Self-Instructional Technique to Develop a Test-Taking Strategy

Abstract

Test-wiseness is recognized as an important source of variation in educational and psychological measurement. A test-wise examinee can be expected to obtain a higher test score than an equally competent examinee who lacks test sophistication. Test constructors have attempted to reduce such variation by writing clear and comprehensive directions concerning timing and scoring. However, no matter how good the directions, cursory observation of any group of examinees will demonstrate that a large number do not behave as directed. They fail to answer every question when told to do so, guess wildly when told not to, etc. The cumulative effect of previous testing experiences is apparently a more important determinant of test-taking strategy than any single set of directions. Several publications (Morgan and Deese, 1957; Wechsler, Blum, and Friedman, 1963) have been written to assist examinees in taking tests. However, this information appears to have the same limitations as test directions. A number of investigations (Frankel, 1960; French and Dear, 1959; Peel, 1952; Vernon, 1954; Wiseman, 1954; Yates, 1953) have been concerned with the effects of special coaching or practice, or both, on test performance. However, these studies have focused on substantive test content rather than on test-taking strategy. This study was concerned with standardizing the test-taking behavior of examinees in an optimal fashion. The examinees were taught to identify and to respond differentially to the relevant cues in test directions.