The Effects of an Instructional Test-Taking Unit on Achievement Test Scores

Eakins, Darwin J.; Green, Dan S.; Bushell, Don

doi:10.1080/00220671.1976.10884954

Cited by 5 publications

(1 citation statement)

References 10 publications

(4 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A literature review reveals that preparation programs for the SAT have been especially scrutinized for efficacy. Several professionals believe that test-taking skills provide effective strategies which students can use to demonstrate their academic strengths (e.g., Eakins, Green, & Bushnell, 1976;Ford, 1973;Fuyeo, 1977;Gross, 1977;Kreit, 1968;Ortar, 1960;Sarnacki, 1979;Scruggs & Mastropieri, 1992;Slakter, Koehler, & Hampton, 1970;Stevenson, 1976). The improvement a student shows after test preparation training depends on many factors; the student's attitude (Mastropieri & Scruggs, 1991), the length and intensity of the training (Scruggs & Tolfa, 1985), the student's prior knowledge (Bangert-Drowns, Kulik, & Kulik, 1983), and the extent to which test-taking skills are already being used (Manalo, 1996).…”

Section: Literature Reviewmentioning

confidence: 99%

Can We Really Teach Test‐Taking Skills?

Foster

Paulk

Dastoor

1999

New Horizons in Adult Education and Human Resource Development

View full text Add to dashboard Cite

A group of adult learners enrolled in a teacher training program were not able to attain the state mandated scores on the Scholastic Aptitude Test (minimum scores on the math and language sections of the test were required for certification). Coaching and relaxation skills were introduced to alleviate test anxiety, increase the cognitive thinking processes, and provide support needed to achieve success in the testing environment. Coaching and relaxation skills proved to be effective in helping individuals achieve their goals. Five application strategies are suggested to assist adult learners overcome test anxiety and to confidently approach the SAT, as well as other tests which adults may encounter.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Can We Really Teach Test‐Taking Skills?

Foster

Paulk

Dastoor

1999

New Horizons in Adult Education and Human Resource Development

View full text Add to dashboard Cite

show abstract

Trends in School Mathematics Performance

Fey¹,

Sonnabend²

1982

The Rise and Fall of National Test Scores

View full text Add to dashboard Cite

Analysing Competence: Gender and Identity at Work

Rees¹,

Garnsey²

2003

Gender Work & Organization

View full text Add to dashboard Cite

Competence approaches are among the techniques that claim to measure the behaviour, skills, knowledge and understanding crucial to effective managerial performance. It is claimed that competence approaches empower and develop managers while enabling them to meet organizational objectives. Since the bases for the techniques are avowedly scientific, they are said to provide organizations with a gender neutral form of assessment. In this paper we construct a theoretical framework in terms of which these claims can be analysed and assessed. Using this framework, we examine the competence approach as it has been implemented in six organizations in relation to the claim to objectivity.

show abstract

The Effects of an Instructional Test-Taking Unit on Achievement Test Scores

Cited by 5 publications

References 10 publications

Can We Really Teach Test‐Taking Skills?

Can We Really Teach Test‐Taking Skills?

Trends in School Mathematics Performance

Analysing Competence: Gender and Identity at Work

Contact Info

Product

Resources

About