Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information on Research and Evaluation in Education and Psychology, 3e

Sign In to gain access to subscriptions and/or personal tools.
Educational and Psychological Measurement
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Dolly, J. P.
Right arrow Articles by Williams, K. S.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Using Test-Taking Strategies to Maximize Multiple-Choice Test Scores

John P. Dolly

University of Hawaii at Manoa

Kathy S. Williams

Northwest Community College

The study was designed to answer two questions: (1) Can cognitive strategies to increase testwiseness be taught? (2) Can the testwiseness strategies be generalized by students so they can improve their scores on examinations other than those measuring testwiseness? Fifty-four undergraduate education students served as subjects. The treatment consisted of a one-hour lecture/discussion presentation covering four cognitive strategies identified as comprising testwiseness. This was followed by a 48 item instrument developed to measure testwiseness on typical classroom examinations. The results demonstrate that it is possible to teach four cognitive strategies which are part of testwiseness. On all measures of testwiseness, the experimental group significantly outperformed the control group.

Educational and Psychological Measurement, Vol. 46, No. 3, 619-625 (1986)
DOI: 10.1177/0013164486463014
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Educational and Psychological MeasurementHome page
D. T. Morse
The Relative Difficulty of Selected Test-Wiseness Skills among College Students
Educational and Psychological Measurement, June 1, 1998; 58(3): 399 - 408.
[Abstract]

Home page
 Educational and Psychological MeasurementHome page
M. G. Harmon, D. T. Morse, and L. W. Morse
Confirmatory Factor Analysis of the Gibb Experimental Test of Testwiseness
Educational and Psychological Measurement, April 1, 1996; 56(2): 276 - 286.
[Abstract]

Home page
 Assessment for Effective InterventionHome page
C. A. Hughes, J. Salvia, and D. Bott
The Nature and Extent of Test-Wiseness Cues in Seventh-- and Tenth-Grade Classroom Tests
Assessment for Effective Intervention, January 1, 1991; 16(2-3): 153 - 163.
[Abstract] [PDF]

Home page
 Educational and Psychological MeasurementHome page
P. M. Miller, D. R. Fuqua, and N. S. Fagley
Factor Structure of the Gibb Experimental Test of Testwiseness
Educational and Psychological Measurement, March 1, 1990; 50(1): 203 - 208.
[Abstract]