Doug, what a great and useful response. I need to learn to focus as well, and I appreciate the reality check. I feel the same way--if a study does materialize, I'd like to do some data collecting on my campus as well (it certainly does sound like an excellent Psi Chi project). Carol
-----Original Message----- From: Peterson, Douglas [mailto:[EMAIL PROTECTED] Sent: Mon 3/8/2004 11:33 AM To: Teaching in the Psychological Sciences Cc: Subject: RE: "poor test-takers?" I was searching PsycInfo and came across this reference and abstract and thought it might be helpful to the test-taking folks. I'm interested in the research angle and started a couple a replies but then changed my mind about getting involved in this (I'm finally learning to focus - ooooh is that shiny object out my window...). Within 15 minutes, while searching PsycInfo for something else the first reference on my search seemed relevant (a sign?). The reference section looked interesting as well, but I'll stay out of this for now. If a study does materialize and you are seeking another campus at which to collect data - let me know this is exactly the type of thing the Psi Chi chapter like to do! Doug An exploration of the psychology of the examinee: Can examinee self-regulation and test-taking motivation predict consequential and non-consequential test performance? Sundre, Donna L.; Kitsantas, Anastasia; Contemporary Educational Psychology, Vol 29(1), Jan 2004. pp. 6-26. [Peer Reviewed Journal] Abstract: This study examined the predictive power of self-regulated strategies and test-taking motivation on achievement performances under consequential and non-consequential test conditions. Sixty-two undergraduate students were asked to take two parallel classroom tests: one that counted towards their class grade (consequential) and one that did not (non-consequential). Each test consisted of a multiple-choice section and an essay. It was hypothesized that self-regulated strategies would predict both multiple-choice and essay performances in consequential and non-consequential contexts. Self-regulation strategy use significantly predicted both multiple-choice conditions; however it only predicted consequential essay performance. As was expected test-taking motivation did not predict test performances in consequential conditions but emerged in both non-consequential conditions. Study findings support the social cognitive self-regulation perspective and expectancy-value motivation theory. (PsycINFO Database Record (c) 2004 APA, all rights reserved) References (38 ) Doug Peterson Associate Professor of Psychology The University of South Dakota Vermillion SD 57069 (605) 677-5295 [EMAIL PROTECTED] -----Original Message----- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Sent: Monday, March 08, 2004 7:59 AM To: Teaching in the Psychological Sciences Subject: "poor test-takers?" OK, I got a few. The following references are of abstracts that mention the use of test-wiseness measures: Feruito, & M. Fabiola, R. (1998). Explaining passage independence: An analysis of the ability to respond to reading comprehension test items when the passages are omitted. Dissertation Abstracts International: Section B: The Sciences and Engineering, 58(8-B): 4502. Parham,S. E. (1997). The relationships between test-taking strategies and cognitive ability test performance. Dissertation Abstracts International: Section B: The Sciences and Engineering. May; Vol 57(11-B): 7260. Ferrell, G. M. (1972). The relationship of scores on a measure of test-wiseness to performance on teacher-made objective achievement examinations and on standardized ability and achievement tests, to grade-point average, and to sex for each of five high school samples. Dissertation Abstracts International, Oct; Vol. 33(4-A): 1510. Slakter, M. J. (1970). Learning test-wiseness by programmed texts. Journal of Educational Measurement, 7(4): 247-254. --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
<<winmail.dat>>
--- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
