This study investigated the reliability of the Gibb (1964) Experimental Test of Testwiseness, a performance measure (rather than a self-report measure) of testwiseness. The 70 multiple-choice items can be answered correctly using only secondary cues irrelevant to item content. Seventy undergraduate students participated. The two-week test-retest reliability coefficient was .64. Coefficient alpha was .61 for the first administration and .72 for the second administration. Although these figures are modest, they are minimally adequate for use in further research. Reliability of the seven subscales is also reported. Future research could investigate the effects of students' motivation on the reliability and stability figures.
In two experiments the writers investigated the effects of statistical and cognitive difficulty ordering of test items, gender, and explicit labeling of item type on test performance of college students. Students were given tests with items written on various statistical and cognitive difficulty levels. In addition, some students received tests on which the items were explicitly labeled as to the cognitive difficulty (knowledge, comprehension, application) of the item. Analysis of the results indicated significant effects for gender and use of labels. Item ordering effects were not consistent across the two studies.
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