Test Wiseness Research Articles

A Differential Performance in the Ability Difference to Employ Test Wiseness Strategies According to Contemporary Measurement Theory

يهدف البحث الحالي إلى الاستفادة من نموذج أندريش، بوصفه أحد نماذج الاستجابة المتعددة التدريج لنظرية القياس المعاصرة. حيث ركز الباحث على قياس الأداء التفاضلي استنادا للقدرة على استخدام استراتيجيات الحكمة الاختبارية. ولتحقيق هذا الهدف اعتمدت الباحث على مقياس الحكمة الاختبارية والمعد من قبل (حمد، 2010). لذلك تم اختيار عينة عشوائية طبقية قوامها (447) طالباً وطالبة من الصفوف العاشر والحادي عشر والثاني عشر الإعدادي، وتم التحقق من فرضيات نظرية الاستجابة للفقرة (IRT)، بما في ذلك فرضية البعد الواحد، وذلك من خلال التحليل العاملي. لفقرات الاختبار باستخدام طريقة تحليل المكونات الرئيسية (PCA) لاستجابات الأفراد لفقرات الاختبار، وذلك بحساب قيمة الجذر الكامن ونسبة التباين المفسر،وكـذلك التبـاين المفسـر التراكمي لكل عامل من العوامل، ومن خلال هذا الافتراض تم تأكيد فرضية الاستقلال المحلي أيضاً. ولتحليل بيانات فقرات المقياس استخدم الباحث نموذج أندريش، وباستخدام برنامج الحاسوب (ConstructMap-4.6) حيث أشارت قيم موقع الفقرة المقدرة على السمة الكامنة إلى أنها تراوحت من (2.55) إلى (2.71) لوغاريتم، بمتوسط (0.027) لوغاريتم. وهذا يشير إلى أن المقياس يغطي نطاقًا واسعًا من السمة المقاسة، من الأقل إلى الأعلى كما بلغ الخطأ المعياري لمتوسط تقديرات صعوبة الفقرة (0.032)، وهي قيمة منخفضة قريبة من الصفر، مما يدل على دقة تقديرات موقع الفقرة على سمة الحكمة الكامنة خلف الاستجابة للاختبار

A study of Test-Taking strategies of Iranian IELTS repeaters: Any change in the strategy use?

This study used Latent Growth Curve Modeling (LGCM) to examine the overtime patterns of the score and test-taking strategy changes in an international high-stakes standardized proficiency test. To this end, the test records of 178 Iranian IELTS repeaters were analyzed, using close- and open-ended questionnaires to measure test scores as a function of construct-relevant and construct-irrelevant test-taking strategy changes. Additionally, this study explored the accountable factors for the changes in the repeaters’ strategies. Results indicated a small and gradual increase in the test scores following an overall augmented use of test-management (TM) and a decreased employment of test-wiseness (TW) strategies. Along with contributing to IELTS validity evidence based on the repeaters’ scores, this study found multiple sources to account for the changes in repeaters’ test-taking strategies. Consideration of changes in repeaters’ test-taking strategies by IELTS instructors and test users may add to the validity of interpretation of test scores to the intended purposes of the tests.

The Level of Universities Students’ Test Wiseness in Jordan during Distance Learning in Light of Some Variables

This study aimed to determine the level of students’ test wiseness during remote learning. The study sample included (391) students from Amman Arab University. A scale consisting of (28) items was deployed to the participants after assuring its validity and reliability. The results showed a high level of students’ test wiseness. Moreover, there were no statistically significant differences at ( α = 0.05 ) between the arithmetic means of the total degree of test wiseness attributed to the study variables, while there were statistically significant differences at ( α = 0.05 ) between the means of the dimension “Using of Time” on favor of male students. In addition, the findings elucidated that there were statistically significant differences at ( α = 0.05 ) between the arithmetic means of the dimension “Avoidance of Error” attributed to faculty in favor of the humanities faculties. Finally, the results showed statistically significant differences at ( α = 0.05 ) between the arithmetic means of the dimension “Deductive Thinking” attributed to the academic program in favor of master and bachelor students.

AN ANALYSIS OF STUDENTS’ WAYS IN ANSWERING MULTIPLE CHOICE QUESTION ON READING TOEFL TEST

The objectives of this research are to find the ways by the students in answering multiple choice question on reading TOEFL test and to find out the dominant way used by the students in answering multiple choice question on reading TOEFL test. The design of this research was a descriptive qualitative research,because in this research, the researcher describes the students’ ways in answering multiple choice question on reading TOEFL test.Subject of the research is the whole students with 50 total students. The Instrument of this research was questionnaire.Questionnaire is a list of question that describe of something.The questionnaire is designed based on Cohen and Upton (2006) theory. The are two main ways in answering multiple choice questions : Test Management Strategies Coding Rubic (T) and Test-Wisenes Strategies Coding Rubic (TW).Test Management Strategies Coding Rubic (T) consist of 28 Strategies and Test Wiseness Strategies Coding Rubic (TW) consist of 3 strategies.So,the total items of questionnaire is 31 items.The researcher finding showed that the dominant way used by the students in answering multiple choice question on reading TOEFL test was Test-wiseness Strategies Coding Rubic (TW).Key words: Student’s ways,Answering Question,Reading TOEFL Test

Analysis of Data-Based Scientific Reasoning from a Product-Based and a Process-Based Perspective

In this study, we investigated participants’ reactions to supportive and anomalous data in the context of population dynamics. Based on previous findings on conceptions about ecosystems and responses to anomalous data, we assumed a tendency to confirm the initial prediction after dealing with contradicting data. Our aim was to integrate a product-based analysis, operationalized as prediction group changes with process-based analyses of individual data-based scientific reasoning processes to gain a deeper insight into the ongoing cognitive processes. Based on a theoretical framework describing a data-based scientific reasoning process, we developed an instrument assessing initial and subsequent predictions, confidence change toward these predictions, and the subprocesses data appraisal, data explanation, and data interpretation. We analyzed the data of twenty pre-service biology teachers applying a mixed-methods approach. Our results show that participants tend to maintain their initial prediction fully or change to predictions associated with a mix of different conceptions. Maintenance was observed even if most participants were able to use sophisticated conceptual knowledge during their processes of data-based scientific reasoning. Furthermore, our findings implicate the role of confidence changes and the influences of test wiseness.

Academic Achievement in the light of the difference in Cognitive Holding power, academic procrastination and test Wiseness among male secondary school student in Jeddah

The objective of this research is to identify the attitudes of general education teachers and learning difficulties teachers towards participatory teaching at the Eastern Province elementary level schools in the Kingdom of Saudi Arabia. Also, the extent to which these attitudes differ according to gender, the number of experience years, and teacher specialization. The researcher adopted the descriptive approach and designed a questionnaire. The research sample consisted of (402) male and female teachers of general education teachers and learning difficulties teachers at elementary schools in the Eastern Province, which were chosen using the simple random approach. The results showed that there are high positive attitudes among general education teachers and learning difficulties teachers towards participatory teaching. Moreover, the results indicated that there are differences in the attitudes of males and females' teachers in favor of female teachers, and the results confirmed that there are no statistically significant differences to the following variables: years of experience and teacher specialization.The researcher made some recommendations based on the results of the research including encouraging the Ministry of Education to implement participatory teaching for the elementary level to alleviate the burden of the general education teacher. This enables the learning difficulties teacher to provide support to all pupils in the classroom; also, ensures that any pupil with learning difficulties receives education with his peers inside the regular classroom without being isolated in the resource room. For future studies, the researcher proposed to provide training programs for teachers on how to practice participatory teaching in regular classes.

الحکمة الاختبارية لدى طلاب الصف الأول الثانوي في الأدرن

هدفت الدراسة الحالية إلى معرفة مستوى مهارات الحکمة الاختبارية لدى طلبة الصف الأول الثانوي في الأردن، والکشف عن دلالة التفاعل بين الجنس والتخصص على درجات الطلاب في اختبار الحکمة الاختبارية(الأبعاد والدرجة الکلية) ، والتعرف على دلالة الفروق بين المجموعات الأربعه المتباينة الناتجة من تفاعل الذکاء والتحصيل ، ومعرفة العلاقة بين درجات الطلاب على مقياس الحکمة الاختبارية ودرجاتهم في التحصيل الدراسي. واتبعت الدراسة المنهج الوصفي . وطبقت أدوات الدراسة على عينة بلغت ( 1000) طالب وطالبة من طلبة الصف الأول الثانوي في الأردن. وأسفرت نتائج الدراسة عن وجود فروق في جميع الأبعاد لصالح المتوسط الفعلي في أبعاد التخمين الذکي، ضبط قلق الاختبار ومراعاة ضوابط الاختبار والتنظيم والمراجعة والدرجة الکلية ، مما يعني أن أفراد العينة أعلى من المتوسط في هذه الأبعاد وفي الدرجة الکلية، بينما جاءت الفروق في اتجاه المتوسط الفرضي لأبعاد استخدام الوقت والتعامل مع ورقة الإجابة والاستنتاج المنطقي مما يعني أن أفراد العينة أقل من المتوسط في هذه الأبعاد، کما کان مستوى تمکن الطلبة من مهارات الحکمة الاختبارية (67.56%)، کما أسفرت النتائج عن عدم وجود فرق بين الجنس والتخصص أو تفاعل الجنس والتخصص في الحکمة الاختبارية، وعدم وجود فرق بين الذکاء والتحصيل أو تفاعل الذکاء والتحصيل في الحکمة الاختبارية ، وأخيرا عدم وجود علاقة بين أبعاد مقياس الحکمة الاختبارية والتحصيل لدى طلاب الصف الأول الثانوي في الأردن. Abstract The present study aimed to know the level of test Wiseness skills among first-grade secondary students in Jordan, to reveal the significance of the interaction between gender and specialization on students ’test scores on the test Wiseness (dimensions and overall score), and to identify the significance of the differences between the four different groups resulting from the interaction of intelligence and achievement And knowing the relationship between students' grades on the test test Wiseness scale and their scores in academic achievement. The study followed the descriptive approach. The study tools were applied on a sample of (1000) male and female students from all the first year secondary school students in Jordan. The results of the study found that there are differences in all dimensions in favor of the actual average in the dimensions of smart guessing, controlling test anxiety and taking into account the controls of testing, organizing, reviewing and the overall score, which means that the sample members are higher than the average in these dimensions and in the overall score, while the differences came in the direction of the hypothetical average. For the dimensions of time use and dealing with the answer sheet and the logical conclusion, which means that the sample members are less than the average in these dimensions, and the level of students ’ability to test Wiseness skills was (67.56%). The results also indicated that there is no difference between gender and specialization or the interaction of gender and specialization in Experimental wisdom, and there is no difference between intelligence and achievement or the interaction of intelligence and achievement in test Wiseness, and finally, the absence of a relationship between the dimensions of the test wisdom scale and achievement among first-grade secondary students in Jordan.

الفروق فی أبعاد الحکمة الإختباریة لدى طلاب المرحلة الثانویة فی ضوء مستویات متباینة من التحصیل الدراسى

هدفت الدراسة الحالية إلى الکشف عن الفروق في أبعاد الحکمة الإختبارية لدى طلاب المرحلة الثانوية في ضوء مستويات متباينة من التحصيل الدراسى، وتألفت عينة البحث من ( 100) طالب وطالبة بالصف الثانى الثانوى ، وإستخدمت الباحثة مقياس الحکمةالإختبارية من إعداد الباحثة ، والسجلات المدرسية للحصول على درجات الطلاب فى الإختبارات التحصيلية للمواد الدراسية للعام الدراسى 2018/2019، وقد أسفرت النتائج عن وجود علاقة بين درجات الطلاب على مقياس الحکمة الاختبارية وتحصيلهم الدراسى.وکذلک أسفرت النتائج على وجود فروق دالة احصائيا بين الطلاب مرتفعي ومنخفضي التحصيل الدراسي على مقياس الحکمة الاختبارية وإبعادها تعزى إلى المستوى التحصيل الدراسى ماعدا إدارة وقت الإختبار، والتعامل مع ورقة الاسئلة، والتعامل مع ورقة الاجابة، والمراجعة. The presentt study aimed to reveal the differences in the dimensions of test wiseness among high school students in light of varying levels of academic achievement, and the research sample consisted of (100) students in the second grade of secondary school, and the researcher used the test wisdom scale prepared by the researcher, and school records to obtain the students ’scores in the tests. Subject achievement for the academic year 2018/2019, The results resulted in a correlation between students ’scores on the test wiseness scale and academic achievement, as well as the results of statistically significant differences between high- and low-school students on the test wiseness scale and its remoteness attributable to academic achievement except for managing the test time and dealing with the question paper , Dealing with the answer sheet, and review.

The Effects of Different Lengths of Planning Time on Integrated Speaking Test Scores: The Mediating Roles of the Rhetorical Structure of Reading Passages and Test Wiseness Levels

This paper aims to investigate the difference when different planning time lengths, different rhetorical structures used in reading passages, and different test-takers'' test wiseness levels are the variables to be considered. Twenty-six college students took the integrated speaking tests with three different planning time lengths of 30, 60 or 120 seconds and completed survey questions on perceptions regarding the different planning time lengths given. The results indicated that there was no significant difference in test performance. The participants‘ test-wiseness level did affect the test-takers’ performance significantly. In contrast, the speaking test scores for both experienced and novice participants were not affected by the differences in planning time length. The questionnaire revealed that 30-seconds of planning time was generally considered too short by most students, and that novice students preferred more planning time than experienced students. (Ewha Womans University)

Tabuk University Students' Test Wiseness in the Light of their Specialization Variables, Accumulative Average and Academic Level

Tabuk University Students' Test Wiseness in the Light of their Specialization Variables, Accumulative Average and Academic Level

Test-wiseness Strategies in PBTs and IBTs: The Case of EFL Test Takers, Who Benefits More?

Language testing research has recently seen growing interest in Test Wiseness (TW) strategies, particularly in answering Multiple Choice (MC) tests. Research has indicated that these strategies are deployed differently by different test takers and hence can be assumed as a threat to test fairness, validity and reliability. This study aims to answer these questions: (1) Do higher level EFL test takers of MC grammar tests use TW strategies more than lower level EFL test takers? (2)Which TW strategies are more frequent among Iranian EFL test takers in paper MC grammar tests? (3) What are the test takers’ attitudes on the use of TW Strategies in IBT and PBT? (4) Do EFL test takers with previous experience of Internet Based Tests (IBT) prefer Paper Based Tests (PBT) to IBT with respect to TW strategies? To respond the first and the second questions, this study used quantitative approach, Independent T-test and frequency measures, respectively. The study also made use of interview to indicate the test takers’ preference for PBTs or IBTs and their attitude on the employment of TW strategies in the two aforementioned test modes. The findings revealed no significant difference in the employment of TW strategies between the test takers higher and lower than the mean in a MC grammar test. “Reading the instructions carefully before the items” was found to be the most frequent and “revising answers to correct misspellings as the least frequent. There was a consensus amongst all the available test takers with IBT experience on the PBT preference. Findings in the interview provided more insights into the typical strategies and the reasons EFL test takers used them.

Some Psycho-Academic Variables as Determinants of Students Performance in English Studies in Akwa Ibom State, Nigeria

The focus of this study was particularly to examine the extent to which thepsycho-academic variables of (study habit, test anxiety, attitude to schooling and attitude towards English studies and test wiseness) relatively and collectively contribute to students’ performance in English studies. Twospecific purposes and hypotheses were formulated to guide the study. Thisexpost facto research employed simple random sampling technique inselecting a total of 853 (407 males and 446 females) from 20 secondaryschools in Akwa Ibom State. The study made use of two researcher developed and standardized instruments namely; a 50-item English Studies Achievement Test (ESAT) and Student Psycho-academic Information Questionnaire (SPIQ). Data generated from these instruments were analyzed using multiple regression which resulted in the generic equation: ENG = -15.292 + 0.297SH + 0.00013 TA + 0.574AS + 0.718AE + 0.311TW. The result showed that study habit, attitude to schooling, attitude towards English studies and test wiseness could predict students’ performance in English studies as they were also found to have significant effects on students’ performance in the subject, but the effect of test anxiety on students’ performance was not significant It was recommended that teachers and guidance counsellors in particular should educate the students on the need to improve upon their attitude to studies and to cultivate good studies habit in order to improve on their academic performances.

Teaching to the Test: Coaching or Corruption

Despite their current popularity, many still view coaching schools for college admissions as somehow vaguely unethical, as a form of “teaching to the test.” But “coaching” as an instructional exercise only crosses some ethical line of propriety when instructors have access to and in fact teach the actual items that will appear on the operative examination. A distinction is drawn between coaching that relies on “test wiseness” and memorizing answers, and coaching that results in genuine understanding. Three different outcomes of effective coaching are discussed, two of which may actually contribute to the validity of the test in predicting school success, and only one of which potentially detracts from test validity.

Development and validation of a scale to measure test-wiseness in EFL/ESL reading test takers

Researchers investigating how EFL/ESL students take reading tests typically note that testees use a combination of prior knowledge, analysis of the text and accompanying questions, and test-taking skills. Test-wiseness (TW) is an important source of test content/construct invalidity since it examines students' ability to answer correctly by exploiting weaknesses in test design. The purpose of the study reported here was to design a valid and reliable test of TW in EFL/ESL students. A 33-item multiple-choice instrument with four subscales was constructed and trialled on several groups of ESL students. The test was validated by analysis both of item form and content and of testees' explanations of their answers. Statistical item analyses suggest that the test has reasonable internal consistency and that two subscales may have psychological reality. The findings indicate that students are differentially skilled in test taking and that the scores of some learners may be influenced by skills which are not the focus of the test, thus invalidating their results. The test of test-wiseness in ESL students (TOTWESL) described here can be used to diagnose inexperienced or underachieving language test takers, and (by exposure and sensitization) to confront their weaknesses.

Can Fantasies Become Facts?

In EM'S Spring 1989 issue, Mehrens and Kaminski (1989) questioned both the ethics as well as the validity of some “teach‐to‐the‐test” procedures, and particularly addressed Cohen's application of instructional alignment to teaching test wiseness. Cohen and Hyman now respond with their own questions about the educational value and the ethics of using the types of norm‐referenced tests defended by Mehrens and Kaminski.

Item Discrimination: When More Is Worse

High item discrimination can be a symptom o f a special kind of measurement disturbance introduced by an item that gives persons o f high ability a special advantage over and above their higher abilities. This type o f disturbance, which can be interpreted as a form o f item “bias,” can be encouraged by methods that routinely interpret highly discriminating items as the “best” items on a test and may be compounded by procedures that weight items by their discrimination. The type of measurement disturbance described and illustrated in this paper occurs when an item is sensitive to individual differences on a second, undesired dimension that is positively correlated with the variable intended to be measured. Possible secondary influences o f this type include opportunity to learn, opportunity to answer, and test wiseness

Assessing the Test-Wiseness of Health Science Students

Two alternate test forms were developed to assess several test-wiseness (TW)principles for use with students in the health sciences. Each of the 24-item tests has six subtests consisting of four multiple-choice items that assess the examinee's skill in using the TWprinciples of similar options, umbrella term, item give-away, convergence principle, length of correct option, and stemoption cue. Analysis of responses from 39 entering medical students showed reasonable internal consistency (KR-20 = .79 for the combinedforms) and alternate form (r = .68) reliabilities. The means (64.1% and 65.7%, standard deviations (13.9% and 14.1%, and KR-20 reliabilities (.65 and .65) were similar for the two forms of the test. Some degree of validity for measuring TW is indicated by the significant gain made on the test by nursing and medical students specifically instructed in test-taking skills and by the correlations with course grades. The test is appropriatefor use with health science students because of the medical nature of the content of the test items and the level of performance on the test by both nursing and medical students, although some question remains concerning the appropriateness of retaining the current items that measure the use of the convergence principle.

Test Wiseness

Test wiseness (TW) has been defined as the ability to respond advantageously to multiple-choice items containing extraneous clues and, therefore, to obtain credit without knowledge of the subject matter being tested. The capacity of examinees to develop cue-using strategies was examined and the results suggest that students profit from knowledge of a particular test constructor’s idiosyncracies. The findings also lend weight to the argument that TW is not a general ability but rather that performance on TW items is cue-specific. Findings with respect to particular item flaws (longer correct alternative, grammar) generally support the research literature.

Violation of Selected Item Construction Principles in Educational Measurement

The effects of violating four item construction principles were examined to assess the validity of the principles and the importance of students’ test wiseness. While flawed items were significantly less difficult than sound items, differences in item discrimination, test reliability, and concurrent validity were not observed. These results are interpreted to suggest that variance attributable to test wiseness may be relatively small, and item-writing guidelines may be robust to violation.

The Effects of Test-Wiseness in Medical Education

This study considered the effects of Test-Wiseness (TW) training and level of TW on multiple-choice item type performance, on both standardized and teacher-made examinations in undergraduate medical education. Medical student subjects trained m TW skills obtained significantly higher mean scores on one of four multiple-choice formats employed on the Part I National Board Examination. However, no significant differences were evidenced on either of two in-house teacher-made examinations. As a result it was concluded that certain conditions, inherent only in standardized tests, must be present before a suscepti bility to the extraneous source of variance of TW is evidenced. Level of TW, and the interaction of TW training and TW level did not result in any consistently significant differences in item type performance on either standardized or teacher-made tests.