Test-taking Strategies Research Articles

The common element of test taking: Reading and responding to questions.

Taking a reading comprehension (RC) test is a goal-oriented task, with the goal of answering questions correctly. We assume the number of questions students correctly answer represents their ability to engage successfully in the RC processes necessary to understand texts. Students, however, use various test-taking strategies, some of which negatively impact passage comprehension. The present study used eye-tracking procedures to measure what students do when reading the one part of the tests that all students must read to perform well on an RC test, the questions. Participants included 248 third-, fifth-, and eighth-grade students who read six texts and responded to associated questions while researchers recorded their eye movements. Eye-movement records were used to code students' test-taking strategy and measure the time students spent reading multiple-choice questions and each response option. Students were also administered a measure of reading achievement. Analyses suggest eye movements on multiple-choice questions were associated with reading achievement, and the challenges less-skilled readers experience with texts are also present when reading in the question region. Differences in strategies and processes do not only occur in the text region. Therefore, researchers and practitioners should pay increased attention to the strategies that are taught and used by students when reading and responding to RC questions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The impact of students’ misperceptions on test performance: A 3p model and self-determination theory approach

This research investigates the complex relationship between students’ misperceptions about their teachers and exams, test anxiety, and their overall test performance, framed through a newly proposed Presage, Process, Product (3P) model and Self-Determination Theory (SDT). Specifically, it explores how students’ misperceptions formed during the presage phase disrupt Basic Psychological Needs (BPN) for autonomy, competence, and relatedness, negatively influencing their test-taking strategies and performance outcomes. The study adopts a theoretical approach, proposing a conceptual framework rather than collecting empirical data, to illustrate the potential dynamics between misperceptions, test anxiety, and academic achievement. A key feature of the new 3P model is the two-way interaction between the process and product phases, illustrating how the test-taking behaviors (process) influenced by misperceptions and anxiety can cyclically affect performance outcomes (product). For example, students who experience anxiety may revisit questions due to self-doubt, changing correct answers to incorrect ones, which further exacerbates their anxiety and harms overall performance. This cyclical interaction highlights the need to break the negative feedback loop to improve test results. By examining the multifaceted impact of pre-test beliefs, such as overconfidence and perceived difficulty, this research offers insights into how these misperceptions affect test performance by fostering anxiety and maladaptive test-taking strategies. The newly proposed PPP model highlights the operational variability of test-taking strategies across different phases, emphasizing the need for teachers to correct students’ misperceptions to enhance performance. This study provides actionable insights for educators to address psychological needs, mitigate anxiety, and promote better academic outcomes. Future research should test the conceptual framework through empirical investigations to further validate its applicability in educational settings.

Reading Comprehension and Test-Taking Strategies of Different Achievement Levels

The complexity of the reading process, which poses significant challenges for EFL and ESL learners, underpins this research into effective strategies for both reading comprehension and answering English reading texts. This qualitative phenomenological research aimed to explore the strategies that students use during reading activities and while taking reading comprehension tests. The study involved four fourth-semester students, differentiated by gender and achievement levels: a high-achieving female, a low-achieving female, a high-achieving male, and a low-achieving male. The research identified that students employed a variety of strategies, with 11 metacognitive strategies being used out of a possible 23, including determining word meaning, making connections, inferring, and summarizing. Additionally, four out of the five FIVES reading strategies were utilized: inference, vocabulary, summarization, and experience. High-achieving students employed more strategies, leading to better comprehension and higher test scores. For test-taking, strategies such as careful time management, revisiting difficult questions, and employing process-of-elimination techniques were noted. The effectiveness of both reading and test-taking strategies, along with factors like topic familiarity and the ability to make inferences, were crucial in determining reading success. These findings underscore the importance of targeted interventions that focus on teaching effective strategies, enhancing topic familiarity, and supporting students in developing robust test-taking strategies, particularly for low-achieving students.

Investigating Test-Taking Strategies in an English Reading Comprehension Test Used by Secondary High School Students

Reading is a crucial skill that Indonesian learners are expected to master, as outlined in the 2013 Curriculum. Students are required to develop comprehension skills to understand both explicit and implicit information in a text. To assess students’ knowledge, teachers often use tests. During these reading tests, students may employ strategies to aid their comprehension. This study investigates the strategies used by secondary high school students at MA Darul Ihsan Samarinda during an English reading comprehension test, along with the challenges they face when using these strategies. This study employs a qualitative design to examine the strategies utilized by six students: high score, middle score, and lowest score. The data, gathered through the think-aloud method and interviews, is analyzed using thematic analysis. The findings reveal that students employed 23 out of 31 strategies to answer factual questions and 19 strategies for inferential questions. Both the high score and middle score students predominantly used the strategy of reading the text for clues in both types of questions. Conversely, the lowest score student primarily relied on the strategy of rereading the question. Despite the differences, all students utilized a meaning-based text strategy to choose their answers. The middle score and lowest score students frequently faced challenges with time management and complex vocabulary. Additionally, using mixed-method research designs could provide deeper insights into test-taking strategies. This study focused on the strategies used by high school students during reading tests, while other research has examined test-taking strategies in high-stakes language tests

A Literature Review of Test-taking Strategies in English Reading Comprehension

A Literature Review of Test-taking Strategies in English Reading Comprehension

The Power of Perception: Unpacking the Role of Negative Thinking in High School Students’ Test Anxiety

The main purpose of this study is to determine the factors that contribute to the formation and maintenance of negative cognitions in adolescents. The present study employs a qualitative methodology to examine test-related negative cognitions of senior high school students with test anxiety. The consensus qualitative research (CQR) method was employed in the study design. Subsequently, fifteen randomly selected students were administered an inventory prepared using semi-structured interview questions, test anxiety, cognitive and behavioral therapy literature, and expert opinions. It was revealed that students' negative cognitions were clustered in four domains: self-oriented, other-oriented, future-oriented, and test-oriented. The self-orientated domain had three themes: self-criticism, lack of confidence, and high self-expectations. Other-oriented domain contained two themes: blaming others and concern about the social consequences of failing. The future-orientated domain had two themes: reading the future and intolerance to uncertainty. Lastly, the test-oriented domain had three themes: distraction during test, inefficient test-taking strategies, and negative study skills assessment. The study’s findings revealed that students have negative cognitions that have emerged as thoughts related to self, others, the future, and testing itself. These negative thoughts may affect students’ test anxiety levels, confidence, academic performance, and well-being. These findings were generally consistent with the literature and were discussed considering the relevant literature. It is suggested that mental health professionals and educators can use the cognitions addressed within the scope of the research to support students to improve their well-being, academic performance and resilience.

Exploring challenges in learning and study skills among first-year medical students: a case study

BackgroundDespite being high-achieving students, many medical students face academic challenges, particularly during their first year of study. Research indicates that self-regulated learning, involving metacognitive processes and adaptive strategies, can positively influence academic achievement. This study aimed to assess the early learning and study skills of first-year medical students in an international medical school with the goal of developing a learner-centered educational intervention to promote self-regulated learning.MethodsWe conducted a retrospective analysis of the Learning and Study Skills Inventory (LASSI) questionnaire that was administered annually each August to first-year medical students from 2019 to 2022. The distribution of students across different percentile ranges for each selected variable was determined for each year and all years collectively. Students were counted within distinct percentile brackets (50th and below, between 51st and 75th, and above 75th ) for each variable.ResultsA total of 147 students completed the LASSI questionnaire over the 4-year time period. Using academic resources was the greatest concern, with 67% of students in the 50th or below percentile, followed by selecting the main idea (56%), motivation (51%), and concentration (50%). Attitude scored highest across all cohorts, scoring between 21.55 ± 0.73 and 26.49 ± 0.34. In comparing mean scores of LASSI variables across all cohorts, attitude, motivation, test-taking strategies, time management, and the use of academic resources differed significantly (p < 0.05).ConclusionLASSI data can provide an early picture of students’ support needs. We posit that early identification of student learning and study skills and areas of struggle can inform personalized educational interventions and programs to support first-year medical students.

Misdiagnosis, Missed Diagnosis, and Delayed Diagnosis of Lupus: A Qualitative Study of Rheumatologists.

Diagnostic errors in outpatient settings lead to significant consequences, especially in rare diseases such as systemic lupus erythematosus (SLE). A recent vignette-based experimental study revealed that demographic factors influenced rheumatologists' diagnoses of SLE, raising concerns about potential diagnostic biases. We conducted a qualitative study to contextualize these results to generate insights about diagnostic challenges and biases, and root causes. We conducted 41 semistructured interviews among US rheumatologists. Transcripts were independently coded by at least two coders using a hybrid deductive-inductive approach and thematic analysis. A team of four researchers reviewed and defined themes collectively, and also resolved any discrepancies. Participants were 66% women, and 49% had more than10 years of postfellowship experience. Five major themes were generated, including receiving training through the lens of race or sex, the role of the documented epidemiology of SLE, pattern recognition and test-taking strategies, patient vignettes as an imperfect proxy for patient interactions, and varied consequences to patients from diagnostic bias. Participants noted that the consequences of diagnostic bias could include progressed disease from delayed diagnosis, unnecessary and inappropriate treatment due to missed diagnosis or misdiagnosis, and increased cost and harm. This study underscores the unique challenges of diagnosing SLE, with complex factors contributing to diagnosis bias and delays. Interventions during medical education could prevent downstream diagnostic biases. Future research should explore interventions to mitigate diagnostic bias and refine vignettes to better mirror real-world clinical scenarios. Understanding diagnostic bias in SLE is crucial for improving patient outcomes and refining medical training practices.

Reading Comprehension Tests: Students’ Question Reading and Responding Behavior

ABSTRACT Reading comprehension tests involve not only reading passages and answering questions but also making choices such as the test-taking strategy to use, whether to search passages for answers, and where to begin searching. We examined the associations between student characteristics, passage type, test-taking strategies, and students’ time searching texts for answers. We also examined differences in the characteristics of students with high precision in finding text that supported correct answer choices compared to students who lacked precision. Students in grades three (n = 76), five (n = 86), and eight (n = 86) read narrative and expository passages and responded to questions. We used eye-tracking videos to code test-taking strategies and question-reading and responding behaviors (QRRBs). Student characteristics of reading achievement and working memory were measured. Results indicated that test-taking strategies and QRRB impacted the effort and time required by students to complete the tests and the processes measured.

Gender Differences in Math Tests: the Role of Time Pressure

Abstract We investigate the role of time pressure in generating gender gaps in math tests. In a randomised experiment, college students took a twenty-question math test under high, low or no time pressure. Reducing or eliminating time pressure decreases the math gender gap by up to 40%. Larger gaps under time pressure are mostly due to increased anxiety rather than to students modifying their test-taking strategies. The correlation between math test scores and university performance is equally high under the different scenarios. Hence, less time pressure may increase gender equality in math subjects with no effect on the selection process.

A scoping review of research on second language test preparation

Test preparation has garnered considerable attention in second language (L2) education due to the significant implications that successful performance on a language test may have for academic advancement, future career opportunities, and immigration prospects. Meanwhile, an overemphasis on test preparation has been criticized for encouraging the cultivation of construct-irrelevant test-taking strategies at the expense of developing general language proficiency. To systematically explore how test preparation has been investigated in the literature, we conducted a scoping review of 66 studies on L2 test preparation. Specifically, this study examined the key characteristics of publications on test preparation, the main themes explored, the study and participant characteristics, as well as the essential aspects of their research methodologies. The results of this review revealed various trends in the literature on L2 test preparation, such as the exclusive focus on English as the target language, the lack of diversity in stakeholders as participants, the dominance of international language tests, and the paucity of experimental studies that utilize advanced statistical techniques. In addition to interpreting the results of our analysis, we discuss the implications of this scoping review and outline several directions for future research on test preparation.

Evolving Licensure Examination: Assessing Student Confidence and Accuracy With Next Generation NCLEX.

The Next Generation NCLEX (NGN) includes new item types. Little is known about nursing students' confidence and accuracy in answering these questions. A descriptive comparative study examined prelicensure nursing students' confidence and accuracy in answering NGN-style items versus multiple-choice questions (MCQs) of the same content via a 12-item quiz. Less than one third of students (n = 194; 32.1%) reported feeling confident in answering NGN questions. Students' confidence levels had no relationship on scores with NGN items. When comparing NGN-style items to MCQs, students' (n = 221) scores on NGN-style items were lower with bowtie or a select-all-that-apply questions but higher with highlight table or matrix multiple-choice questions. Students' lack of confidence with certain item types suggests faculty should incorporate these item types into classroom activities or course assignments. NGN test-taking strategies also should be incorporated and frequently reinforced throughout the curriculum. [J Nurs Educ. 2024;63(4):252-255.].

Unveiling students test strategizing through the lens of Monitor Theory: Teaching insights

This paper explores the integration of Monitor Theory into the design and implementation of Test-Taking Strategy (TTS) instruction tasks. It critically analyzes the landscape of language test-taking strategies, addressing key issues such as the advisability of explicit teaching, methods for identification, and the impact of less beneficial strategies. Advocating for the teaching of test-taking strategies, the paper recommends the Monitor Theory as an optimal model for pedagogical integration. The exploration aims to provide valuable insights for refining language assessment practices, ensuring alignment with the principles of language acquisition. The content-independent nature of these strategies maintains test validity, offering students opportunities for more comprehensible input and enhancing critical thinking. It proposes a model that emphasizes natural language use, acquisition through natural inference, and feedback mechanisms to enhance language learning and test performance. Practical strategies such as interactive test reviews, critical thinking tasks, and real-world applications are suggested to optimize TTS instruction. By linking test-taking strategies with the acquisition-learning hypothesis, this paper offers a comprehensive approach to optimizing language assessment practices and promoting holistic language development. The discussion underscores the importance of authentic learning experiences, learner autonomy, and comprehensive coaching interventions in fostering genuine understanding and proficiency in language assessment contexts.

Bridging the gap: A comparative analysis of traditional and neural network regression methods for predicting university entrant performance in SUAST examination

In developing countries like the Philippines, access to free and high-quality tertiary education is crucial for better job opportunities. The State University Aptitude and Scholarship Test (SUAST) is used as a college admission examination by Davao Oriental State University (DOrSU). However, the passing rate for SUAST was only 54% for the academic year 2018-2023, and non-passers were still accepted due to policy changes, which undermine the purpose of the examination. This study aimed to identify the factors that influence the performance of university entrants in the SUAST examination using a researcher-made survey questionnaire administered online, utilizing both multiple-layer perceptron neural network (MLPNN) and multiple linear regression analysis (MLR) methods. A sample size of 359 was recommended, and the study found that family income, senior high school general weighted average (SHSGWA), library entry, intrinsic goal, openness and intellect, and behavioral reaction were significant predictors of SUAST exam scores. MLPNN analysis further identified library access and resources, family income, and academic self-belief as the most important predictors of SUAST exam scores, and MLPNN outperformed MLR. This study provides recommendations for DepEd and HEI’s to enhance the preparation and performance of students taking the SUAST exam, such as offering study materials and test-taking strategies, evaluating alternative admission tests, and reviewing the content validity of the questionnaire.

Progress testing of an objective structured clinical examination during undergraduate clinical clerkship: a mixed-methods pilot study

BackgroundProgress testing is an assessment method in which an examination reflecting competencies at graduation is regularly administered to students over multiple years, thereby facilitating self-directed learning. However, the significance of the objective structured clinical examination as a progress test in undergraduate education, needs to be determined. This study provides evidence of the role of the objective structured clinical examination for progress testing and optimal scoring methods for assessing students in different academic years.MethodsWe conducted a sequential explanatory mixed-methods pilot study. Participants were assessed using the Item Rating Scale, the year-adjusted Global Rating Scale, and the Training Level Rating Scale. The characteristics of each scale were compared quantitatively. In addition, the influence of the objective structured clinical examination as a progress test on learning attitudes was examined. Qualitative data from a post-examination questionnaire were analyzed, using content analysis to explore influences on self-directed learning.ResultsSixth and fifth year clinical students (n = 235) took the objective structured clinical examination progress test. The total Item Rating Scales were recorded (%) as 59.03 ± 5.27 and 52.64 ± 5.08 (p < 0.01); Training Level Rating Scale was 3.94 ± 0.39 vs 3.22 ± 0.42 (p < 0.01); and the year-adjusted Global Rating Scale was 4.25 ± 0.44 vs 4.32 ± 0.52 (no significant difference), for the sixth and fifth year students, respectively. The correlations across stations and the reliability of each station were satisfactory. Four categories were identified in the qualitative analysis: “motivation to learn during the clinical clerkship was promoted,” “dissatisfied with being asked about things they had not experienced,” “confusion about being unable to use conventional test-taking strategies,” and “insufficient understanding of competencies at graduation.” The scores indicated significant differences in performance according to training year.ConclusionsThis study provides evidence that the objective structured clinical examination can be used as a progress testing tool for undergraduate clinical clerkships. Further enhancement of training opportunities and dissemination of performance competency goals in clerkship curricula are required if we intend to promote self-directed learning through progress testing.

Examining the influence of passage and student characteristics on test-taking strategies: An eye-tracking study

Understanding test-taking strategies (TTSs) and the variables that influence TTSs is crucial to understanding what reading comprehension tests measure. We examined how passage and student characteristics were associated with TTSs and their impact on response accuracy. Third (n = 78), fifth (n = 86), and eighth (n = 86) graders read and answered questions associated with six passages. Eye-movement records were used to code TTSs. Results indicated that TTS choice was related to passage and student characteristics. Passage characteristics that make comprehension more difficult resulted in more students choosing a TTS that did not involve reading passages in their entirety before answering questions. TTSs encompassing reading passages in their entirety before answering questions resulted in higher accuracy for 5th and 8th graders. Understanding TTS choices can aid our understanding of the processes measured by reading comprehension tests, what TTS should be encouraged, and what contributes to tests producing different outcomes.Educational relevance statementSchools spend considerable time and money collecting and interpreting the outcomes of reading comprehension tests. To truly understand what these test results mean, we must understand what students are doing when taking reading comprehension tests. Furthermore, we need to know to what extent certain tests and student characteristics might be associated with test-taking strategies that avoid reading passages for comprehension. Finally, teachers need to know whether certain test-taking strategies might positively or negatively impact response accuracy to know what strategies to teach and not to teach. The current study was designed to provide answers relevant to these important educational matters.

Behavioral patterns in collaborative problem solving: a latent profile analysis based on response times and actions in PISA 2015

Process data are becoming more and more popular in education research. In the field of computer-based assessments of collaborative problem solving (ColPS), process data have been used to identify students’ test-taking strategies while working on the assessment, and such data can be used to complement data collected on accuracy and overall performance. Such information can be used to understand, for example, whether students are able to use a range of styles and strategies to solve different problems, given evidence that such cognitive flexibility may be important in labor markets and societies. In addition, process information might help researchers better identify the determinants of poor performance and interventions that can help students succeed. However, this line of research, particularly research that uses these data to profile students, is still in its infancy and has mostly been centered on small- to medium-scale collaboration settings between people (i.e., the human-to-human approach). There are only a few studies involving large-scale assessments of ColPS between a respondent and computer agents (i.e., the human-to-agent approach), where problem spaces are more standardized and fewer biases and confounds exist. In this study, we investigated students’ ColPS behavioral patterns using latent profile analyses (LPA) based on two types of process data (i.e., response times and the number of actions) collected from the Program for International Student Assessment (PISA) 2015 ColPS assessment, a large-scale international assessment of the human-to-agent approach. Analyses were conducted on test-takers who: (a) were administered the assessment in English and (b) were assigned the Xandar unit at the beginning of the test. The total sample size was N = 2,520. Analyses revealed two profiles (i.e., Profile 1 [95%] vs. Profile 2 [5%]) showing different behavioral characteristics across the four parts of the assessment unit. Significant differences were also found in overall performance between the profiles.

An AI Generated Test of Pragmatic Competence and Connected Speech

Language testing is witnessing increasing interest in the potential for AI to support test development and validation. To date, published research involving AI in language testing has typically been conducted in the context of high-stakes proficiency tests and the potential for this technology to support local language testing is under-researched. The current study seeks to address this gap by reporting on the piloting of an AI generated language test in the context of a university in the UK. The focus of the paper was selected to explore two key areas in the work of J.D. Brown, namely pragmatics and connected speech. In the study, international students with English as a second language completed an AI generated test of pragmatics created from a transcript of spontaneous interaction, and a test-taking strategy questionnaire. Results demonstrated that the test did not provide a sufficiently reliable measurement of test takers’ pragmatic competence, although reliability estimates did improve with the removal of problematic items. Implications for language test development involving AI are discussed.

Investigating Hispanic Preservice Teachers’ Mathematics Anxiety, Attitudes, and Self-Efficacy

Math anxiety plagues students and teachers and may cause reduced math competency, avoidance of math courses, and physiological symptoms. This study investigated Hispanic pre-service teachers’ math anxiety, self-efficacy, and coping strategies. Previous research found that math-anxious teachers may promote the same feelings in their students and choose less effective teaching strategies. Therefore, we wanted to identify the incidence of anxiety in our Hispanic teacher candidate population while identifying potential differences from previous studies. Very few past investigations looked at this population exclusively and findings from other populations may not apply to our candidates and teachers. We collected data using a digital survey instrument and found math anxiety correlated with low self-efficacy and poor attitudes toward mathematics. Quizzes and exams, statistics, and probability caused the most anxiety among our participants. The most common way participants coped with their anxiety was to study more, followed by mindfulness and test-taking strategies. Based on our findings, math anxiety is quite common among Hispanic teacher candidates and should be studied further since many used coping strategies that did not appear to help even though they have shown promise in previous studies.

Modeling item revisiting behavior in computer-based testing: Exploring the effect of item revisitations as collateral information.

Item revisiting behavior is one of the most frequently occurring test-taking strategies, and it can decrease test anxiety and improve test validity. Examinees either confirm the initial answers due to persistence of their beliefs or change to different answers after careful rethought on each part of the questions. Item revisiting sequences as collateral information reveal the examinees' underlying psychological processes, such as motivation, effort, and engagement, which supports policy makers in taking further steps to facilitate instructions for the examinees. Item revisiting behavior is commonly correlated with the latent traits of examinees, and it needs to be properly analyzed in order to make valid statistical inference. In this paper, we proposed a novel item revisiting model, in which a monotonicity assumption is considered based on the observation that examinees are more likely to revisit the current item if more revisiting behavior occurs previously. Three simulation studies were conducted: (1) to evaluate the performance of the proposed Bayesian estimation algorithm for the new model; (2) to show that ignoring item revisiting sequences induces biased parameter estimates; (3) to assess the model fit of the proposed model with the ignorable and nonignorable item revisiting behavior assumptions. The results indicate that item revisiting behavior can be effectively utilized in conjunction with responses and response times to improve parameter estimation precision. A real data example is provided to illustrate the application of the proposed model.