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1977•Scandinavian Journal of Educational ResearchRequires access

The Effects of Test‐Wiseness on Standardized Test Performance

Leon J. Gross

Open publisher page 4 citations

Abstract

Gross, L. J. 1977. The Effects of Test‐Wiseness on Standardized Test Performance. Scandinavian Journal of Educational Research 21, 97‐ 111. Three selected test‐wiseness (TW) behaviors (risk taking, deductive reasoning, and time using) were taught to a sample of eighth‐grade students in order to examine the relationship between TW and standardized test score, using two subtests of the Metropolitan Achievement Tests, Advanced Battery, as multiple criterion measures. The following results were obtained: (1) risk taking and time using were successfully taught, deductive reasoning was not; (2) risk taking exerted a significant influence on test score when guessing was inhibited, but had no effect when guessing was not discouraged; and (3) time using did not affect test score.

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Gross, L. J. 1977. The Effects of Test‐Wiseness on Standardized Test Performance. Scandinavian Journal of Educational Research 21, 97‐ 111. Three selected test‐wiseness (TW) behaviors (risk taking, deductive reasoning, and time using) were taught to a sample of eighth‐grade students in order to examine the relationship between TW and standardized test score, using two subtests of the Metropolitan Achievement Tests, Advanced Battery, as multiple criterion measures. The following results were obtained: (1) risk taking and time using were successfully taught, deductive reasoning was not; (2) risk taking exerted a significant influence on test score when guessing was inhibited, but had no effect when guessing was not discouraged; and (3) time using did not affect test score.

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Available abstract

Gross, L. J. 1977. The Effects of Test‐Wiseness on Standardized Test Performance. Scandinavian Journal of Educational Research 21, 97‐ 111. Three selected test‐wiseness (TW) behaviors (risk taking, deductive reasoning, and time using) were taught to a sample of eighth‐grade students in order to examine the relationship between TW and standardized test score, using two subtests of the Metropolitan Achievement Tests, Advanced Battery, as multiple criterion measures. The following results were obtained: (1) risk taking and time using were successfully taught, deductive reasoning was not; (2) risk taking exerted a significant influence on test score when guessing was inhibited, but had no effect when guessing was not discouraged; and (3) time using did not affect test score.

Key concepts: Test (biology), Standardized test, Achievement test, Test score, Affect (linguistics), Psychology, Mathematics education, Communication

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