ABSTRACT: This paper is the fourth in the series by Paris and his colleagues about high-stakes te... more ABSTRACT: This paper is the fourth in the series by Paris and his colleagues about high-stakes testing. Students' test-taking strategies were investigated in two studies. In Study 1, 974 students in grades two through eleven reported infrequent use of strategies, either ...
Abstract The study was designed to answer two questions:(1) Can cognitive strategies to increase ... more Abstract 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 ...
Within the last 15 years, verbal reports have been used increasingly as a source of data for dete... more Within the last 15 years, verbal reports have been used increasingly as a source of data for determining the strategies employed by learners in their learning and use of second languages, and for describing strategies used in responding to assessment instruments. ...
An open-ended questionnaire was developed to gather retrospective descriptions of test-taking str... more An open-ended questionnaire was developed to gather retrospective descriptions of test-taking strategies used in working classroom exam questions. Responses were independently rated on a 3-point scale of effectiveness based on the degree to which subjects "strategies matched methods recommended by experts in remedial education. The study focused initially on evaluating the reliability and validity of the Questionnaire of How You Take Tests (QHTI). Reliability estimates were very adequate and the QHTT was unrelated to verbal ability and sex. Subsequently, the QHTT was used as a dependent measure to assess the degree to which lack of confidence (high text anxiety) in evaluative situations is related to deficits in test-taking strategies. Subjects with high and moderate levels of general test anxiety evidenced significantly less effective problem-solving strategies than low-anxiety subjects. Also, subjects with high and moderate levels of math anxiety were significantly less knowledgeable about effective tactics for working math-reading items than were low math anxiety subjects. The relationship between subjects" repertoire of test-taking strategies and their academic performance was also analyzed. High compared to low QHTT scorers attained significantly higher grade point averages over two consecutive semesters. Ways in which the results extend laboratory investigations of problem-solving skills and text anxiety are discussed as well as the limitations of the current method of assessing cognitive strategies.
... A transfer of test-taking strategies from the first to the second language was noted ... impa... more ... A transfer of test-taking strategies from the first to the second language was noted ... impacts the results, for example, the writing of an L2 essay on a test in the L1 first and ... Cohen and Brooks-Carson (2001) found that while two thirds of a group of intermediate L2 learners of French ...
A pilot program to reduce test anxiety and related social-evaluative concerns is presented. Testb... more A pilot program to reduce test anxiety and related social-evaluative concerns is presented. Testbusters is a program designed specifically for elementary and middle school children in grades 4 through 7 that teaches effective study habits, study skills, and test-taking strategies and includes a behavioral contract to ensure consistent study behavior. The assessment strategy includes selfreport instruments, a behavioral assessment, and children's grade point averages. After a 6-month waiting period, eight children with moderate to severe test anxiety participated in the 11-week program. The results indicated that Testbusters decreased general levels of test anxiety and self-ratings of distress when taking a test. Overall grade point average improved significantly and grades in the majority of the subjects showed positive improvement. There was no change in overall self-esteem or judgments of cognitive competence. The results are discussed in terms of the use of a skills strategy to decrease anxiety and improve academic achievement.
... Abstract: Comparison of the reading comprehension processes used by Hebrew-speaking students ... more ... Abstract: Comparison of the reading comprehension processes used by Hebrew-speaking students of ... language, although in the second language, students used more strategies that did not ... Help ERIC expand online access to documents currently available only on microfiche. ...
ABSTRACT: This paper is the fourth in the series by Paris and his colleagues about high-stakes te... more ABSTRACT: This paper is the fourth in the series by Paris and his colleagues about high-stakes testing. Students' test-taking strategies were investigated in two studies. In Study 1, 974 students in grades two through eleven reported infrequent use of strategies, either ...
Abstract The study was designed to answer two questions:(1) Can cognitive strategies to increase ... more Abstract 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 ...
Within the last 15 years, verbal reports have been used increasingly as a source of data for dete... more Within the last 15 years, verbal reports have been used increasingly as a source of data for determining the strategies employed by learners in their learning and use of second languages, and for describing strategies used in responding to assessment instruments. ...
An open-ended questionnaire was developed to gather retrospective descriptions of test-taking str... more An open-ended questionnaire was developed to gather retrospective descriptions of test-taking strategies used in working classroom exam questions. Responses were independently rated on a 3-point scale of effectiveness based on the degree to which subjects "strategies matched methods recommended by experts in remedial education. The study focused initially on evaluating the reliability and validity of the Questionnaire of How You Take Tests (QHTI). Reliability estimates were very adequate and the QHTT was unrelated to verbal ability and sex. Subsequently, the QHTT was used as a dependent measure to assess the degree to which lack of confidence (high text anxiety) in evaluative situations is related to deficits in test-taking strategies. Subjects with high and moderate levels of general test anxiety evidenced significantly less effective problem-solving strategies than low-anxiety subjects. Also, subjects with high and moderate levels of math anxiety were significantly less knowledgeable about effective tactics for working math-reading items than were low math anxiety subjects. The relationship between subjects" repertoire of test-taking strategies and their academic performance was also analyzed. High compared to low QHTT scorers attained significantly higher grade point averages over two consecutive semesters. Ways in which the results extend laboratory investigations of problem-solving skills and text anxiety are discussed as well as the limitations of the current method of assessing cognitive strategies.
... A transfer of test-taking strategies from the first to the second language was noted ... impa... more ... A transfer of test-taking strategies from the first to the second language was noted ... impacts the results, for example, the writing of an L2 essay on a test in the L1 first and ... Cohen and Brooks-Carson (2001) found that while two thirds of a group of intermediate L2 learners of French ...
A pilot program to reduce test anxiety and related social-evaluative concerns is presented. Testb... more A pilot program to reduce test anxiety and related social-evaluative concerns is presented. Testbusters is a program designed specifically for elementary and middle school children in grades 4 through 7 that teaches effective study habits, study skills, and test-taking strategies and includes a behavioral contract to ensure consistent study behavior. The assessment strategy includes selfreport instruments, a behavioral assessment, and children's grade point averages. After a 6-month waiting period, eight children with moderate to severe test anxiety participated in the 11-week program. The results indicated that Testbusters decreased general levels of test anxiety and self-ratings of distress when taking a test. Overall grade point average improved significantly and grades in the majority of the subjects showed positive improvement. There was no change in overall self-esteem or judgments of cognitive competence. The results are discussed in terms of the use of a skills strategy to decrease anxiety and improve academic achievement.
... Abstract: Comparison of the reading comprehension processes used by Hebrew-speaking students ... more ... Abstract: Comparison of the reading comprehension processes used by Hebrew-speaking students of ... language, although in the second language, students used more strategies that did not ... Help ERIC expand online access to documents currently available only on microfiche. ...
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Papers by Judy Fernandez