An Analysis of Test-Wiseness

Millman, Jason; Bishop, Carol H.; Ebel, Robert L.

doi:10.1177/001316446502500304

Cited by 236 publications

(146 citation statements)

References 11 publications

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“…3) or the MT21 test. 4 One important formal difference between the approaches must be noted: whereas most of the MT21 and Michigan group items have a multiple choice format (a point critically discussed within both projects, see Blö-meke, Kaiser & Lehmann, 2008;Schilling & Hill, 2007), all PCK and CK items in the COACTIV study have an open-ended format, thus avoiding the problems typically associated with multiple choice items (e.g., guessing ;Millman, Bishop, & Ebel, 1965 For several of the subsequent analyses, these 198 teachers were split into two groups. The rationale for this distinction lies in the structure of the German secondary school system.…”

Section: The Mt21 Studymentioning

confidence: 99%

Secondary mathematics teachers’ pedagogical content knowledge and content knowledge: validation of the COACTIV constructs

Krauss

Baumert

Blum

2008

ZDM Mathematics Education

189

119

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Research interest in the professional knowledge of mathematics teachers has grown considerably in recent years. In the COACTIV project, tests of secondary mathematics teachers' pedagogical content knowledge (PCK) and content knowledge (CK) were developed and implemented in a sample of teachers whose classes participated in the PISA 2003/04 longitudinal assessment in Germany. The present article investigates the validity of the COAC-TIV constructs of PCK and CK. To this end, the COACTIV tests of PCK and CK were administered to various ''contrast populations,'' namely, candidate mathematics teachers, mathematics students, teachers of biology and chemistry, and advanced school students. The hypotheses for each population's performance in the PCK and CK tests were formulated and empirically tested. In addition, the article compares the COACTIV approach with related conceptualizations and findings of two other research groups.

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Section: The Mt21 Studymentioning

confidence: 99%

Secondary mathematics teachers’ pedagogical content knowledge and content knowledge: validation of the COACTIV constructs

Krauss

Baumert

Blum

2008

ZDM Mathematics Education

189

119

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“…Test-wiseness is largely independent of the subject matter for which the items are supposed to measure (Millman, Bishop & Ebel, 1965). In other words, TW is the ability to use special strategies to select the correct response in multiple choice tests, without necessarily knowing the content or skill that is being measured.…”

Section: Review Of the Literaturementioning

confidence: 99%

Investigating the Influence of Proficiency and Gender on the Use of Selected Test-Wiseness Strategies in Higher Education

Hayati¹,

Ghojogh²

2008

ELT

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This study investigated the relative frequency of seven TW strategies among Iranian EFL students to find out probable relationship(s) between test-wiseness, proficiency and gender. To do so, out of 138 participants, a total number of 80 undergraduate EFL students from Shahid Chamran University were chosen and divided on the basis of their proficiency scores into four cells of 20 individuals (High/Low Proficient Male/Female). All of them were required to sit for the second exam after two weeks periods from the first experiment. They took a test of TW comprised of 50 items in which seven selected TW strategies were incorporated. Data analysis showed significant differences between the two groups, that is, high proficient groups outperformed their low proficient counterparts. In other words, more proficient students were more test-wise. Therefore, as proved by the results of the study, TW and proficiency of students are positively correlated. Another finding suggested that there is no significant difference between the two genders concerning TW strategies.

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“…[1][2][3] As such, they have long been favored as a means of assessing individuals in a variety of domains, ranging from academic settings to professional certification processes, as well as in everyday life, such as obtaining a driver's license. [4][5][6] Despite their popularity, these tests provoke much debate over whether they can truly examine application of knowledge, particularly in a clinical field such as pharmacy 7 or medicine. 8 Testwiseness has been defined by Gibb as ''.…”

Section: Introductionmentioning

confidence: 99%

“…However, in many other academic settings and in other walks of life, multiplechoice tests may be an important factor in advancement or promotion. 6 Within pharmacy education, there has been no work reported on the prevalence or impact of testwiseness. Since pharmacy students were generally among the most academically successful students in postsecondary education, it is reasonable to assume they have acquired some degree of testwiseness during their education.…”

Section: Introductionmentioning

confidence: 99%

“Testwiseness” Among International Pharmacy Graduates and Canadian Senior Pharmacy Students

Mahamed¹,

Gregory²,

Austin³

2006

Am J Pharm Educ

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Objective. To compare the test-taking skills and abilities (testwiseness) of Canadian senior-level pharmacy students with those of international pharmacy graduates. Methods. A 20-item testwiseness questionnaire was developed and administered to 102 participants: 35 senior-level pharmacy students, 34 international pharmacy graduates, and 34 practicing pharmacists who served as a control group. Results. Mean testwiseness scores indicated significant differences in performance between seniorlevel pharmacy students and international pharmacy graduates. Testwiseness deficiencies of international pharmacy graduates were particularly severe in domains requiring discerning use of English language. Conclusions. Differences in testwiseness appear to exist between Canadian senior-level pharmacy students and international pharmacy graduates. The genesis and implications of these differences must be evaluated further in order to determine whether testwiseness affects learning, professional development, or clinical practice.

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An Analysis of Test-Wiseness

Cited by 236 publications

References 11 publications

Secondary mathematics teachers’ pedagogical content knowledge and content knowledge: validation of the COACTIV constructs

Secondary mathematics teachers’ pedagogical content knowledge and content knowledge: validation of the COACTIV constructs

Investigating the Influence of Proficiency and Gender on the Use of Selected Test-Wiseness Strategies in Higher Education

“Testwiseness” Among International Pharmacy Graduates and Canadian Senior Pharmacy Students

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