Measures of four selected aspects of test‐wiseness (TW) were constructed for use in grades 5 through 11, and administered to students in two school systems. In each case the grade effects were significant at the .05 level, with a linear trend indicated. There was no evidence of sex, or sex by grade interaction effects.
High school seniors (84 males, 77 females) were randomly assigned to one of two treatment groups. One group received a programmed text designed to teach Ss to answer every item on an examination, whether or not the directions included a penalty for incorrect answers. The other group was administered a programmed text to teach certain selected aspects of test‐wiseness. Each group served as the control group for the other. The following day all Ss were administered a measure of willingness to guess and a measure of test‐wiseness. Two weeks later, all Ss received additional measures of willingness to guess and test‐wiseness. Analysis of the data indicated the group that received the guessing program answered significantly more items than its control group (on both the immediate and delayed tests), even though there was a penalty for incorrect answers. In similar fashion, the group exposed to the test‐wiseness program achieved significantly higher mean test‐wiseness scores than its control group.
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