The Nature and Extent of Test-Wiseness Cues in Seventh— and Tenth-Grade Classroom Tests

Charles A. Hughes, John Salvia, Deborah Bott

Research output: Contribution to journalArticle

4 Scopus citations

Abstract

In the present study, 100 seventh— and tenth-grade tests across several content areas were examined for the presence of six types of test-wiseness cues. Questions addressed included: (a) What is the frequency of each type of cue, (b) is there a difference in the frequency of cued items between teacher-made and publisher-provided tests, (c) which type of item contains more cues, and (d) is there an increase in the likelihood of making a correct guess based on the use of existing cues? Analyses indicated approximately 75% of both types of tests contained cued items. The most frequent type of cue was length of option, followed by specific determiners. Increases in the likelihood of making a correct guess based on cue usage ranged from 8% to 1&9percnt; depending on item format. Implications for test construction and teaching test-taking skills are discussed.

Original languageEnglish (US)
Pages (from-to)153-163
Number of pages11
JournalAssessment for Effective Intervention
Volume16
Issue number2-3
DOIs
StatePublished - Jan 1991

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology
  • Health Professions(all)

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