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

Charles A. Hughes is Assistant Professor, Pennsylvania State University.

John Salvia

John Salvia is Professor, of Special Education, Pennsylvania State University.

Deborah Bott

Deborah Bott is associated with the University of Kentucky.

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.

Assessment for Effective Intervention, Vol. 16, No. 2-3, 153-163 (1991)
DOI: 10.1177/153450849101600310


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