Abstract
Children, as well as adults, can be handicapped when taking a standardized test because of an unfamiliarity with the test format or with the requirements of the testing situation. This review presents a critical analysis of the skills required for test-taking, the training of test-taking skills, and the experimental evidence on the training. Based on the recommendations of psychologists such as Thorndike, Cronbach, and McClelland, practical classroom strategies for test-taking are discussed. Cautions on the pitfalls of training test-taking skills on questionable dimensions, such as on test item content, are also discussed. The review concludes with recommendations for a task-specific instructional unit which trains the necessary skills for test-taking to assure that the score on the test is an accurate measurement of the skill being assessed.
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