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    Strategies

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    Age for Test Taking Strategies

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    Strategies

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    © All Rights Reserved
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    6 views12 pages

    Age For Test Taking Strategies

    Uploaded by

    magomargarita
    Strategies

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
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    InJ. Fox, M. Weshe,D. Bayliss, L Cheng, C. Turer,& C. Doe (Eas.) 2007), Language testing reconsidered (pp. 69-117) Otawa: Otlawa Unversity Press. 5 Tie ComING OF AGE FOR RESEARCH ON ‘TEST-TAKING STRATEGIES Andrew D. Coben University Minnesota Abstract esse ok at each ne king stg oe the it ety ‘ve yea, et mention mae of the Deponings of eae Say ‘exch andthe npr evelopment ei othe een a ews frwing on come ramen or cling steps Sed Laat sep, pottery lee! ean seis, re ‘eto The review ats be lle rol tt etl ep tod are hn ha he ing et rec see oe ‘arvieg a me ed hoy etking see. Antec ‘enge s conaoe fig way fo mae te esearch er as nebeie ‘pombe hls these ine aig et king ees ‘Three devas go. asessmeat validation research was focused forthe most pt on the cueomes of esting — namely on hw test aed tes fern Peformance (temic an item disiminaion, ts rib. the iter telaton of subst ad he elatonship betwee he est and tbo ests ot ritecon variables (GPA), and the effects diferent est methods. What ‘vas missing was the aipet of ts validation thst eld to respondents’ be- vious in taking the teat itle was Known about wh they were actly oi te produce answers wo questions apd ow it cateponde tothe bites ‘one sought oes ‘Atta ie here was aly 2 small group of sessment specialists who ‘were concerned tha lms offs validity required stenton att how the ‘respondents avd ther answers A formulate neatly sis (Se Co- ‘en, 200, fr deal), this meant paying atenton tothe Kind of sraees that respondents wer desing upon they completed language test — that Js the consciously selected! processes thatthe respondents wed fr dealing ‘with othe langage ses nd the te response demands nthe est aking ‘asks at hand. Moe precisely, the focus was ot bat guage learner suateles (Ges the ways that respondents operatonalized tet basic sil of listen ng peng eadig, and weg swell 6 the read sills of voeabulry Languac: TESTO RECONSIDERED ‘evning, rama and trast) he separate set of test management st Dera, regis for responding meaningful 10 detest items aod ask), IMs tkewise seprate sto est wisenessstegies (ie sages fort ing knowledge of test formats and eer peripheral information to aswer items waht going trough te expected linguistic and cogntv processes). Iu prove orale ask wo olin information abou what respondents ‘were doing without beng zu, whe efforts tobe unorsive often eft {in me realm of speculation, Veta report Beare a primary ress oak fortis endeavor, reported in the thors acl on estar sages thom ne of Language Testing (Coben, 1988). Veal repos include data tha leet one of mote othe fllewing types of dat: 1. Serer lamers descriptions what they do, characterized by gen- ‘alized statements, inthis cae, bout hei tes aking wrtegies — for ‘ample "On multiple-choice ems, endo scan he reading passage foc possible surface tatches between informatio in the text and at ‘ame information appearing ane of the altematve choi” ‘SelPoberaton: te inepetion of spc, comextalizd language be ‘eviour, either nvorpectively, thas, within 20 seconds ofthe ental trent ov rerospectively—for insane, "What jst dd ast sia thvough the reading passage for possible surface matches betwee i- Formation inthe ext and Us same infrmatonappetingin on ofthe sllrnaive chic” Selrevelaton: think aloud, sean-f-conciousness disclosure of Thought processes while the information is Being attended 19 —for ex tmp "nm, wonder the infomation m one ofthese lleraive ‘hice ao appears inthe text” In the intervening yet, the sxe of eral repr to gin abstr esstaning ofthe testing process as valved from simply desig and ruling Sateies that respondents we to fespond to diferent em types td testing procedures to more theoretical based igorus, and statically Sophisticated esearch effort Examples include ideafyinglearoe's we of tetuaking see ovale testing formas and speci tests, investiga {ag ow potency level and oer learner characteristics elec stalegy te and test pecfrmance, and stbdyng the impact of staegy instruction 00 etme performance on standard tess Tihs selective lok at esearch on staking statis over the as twety-five years a tent wil fst be made o characterize the Beginnings [Tre aaker svtegy esearch andthen important developments in is evolton tothe present wl be dicated, focusing onthe sees sued, the research Inetodoiogy wed, andthe sigicance of the findings fr the ded of Ta age tetng. *” “Tese-TakiNo StRATEOUSS cones Early Work on Test-Taking Strategies “The student research studies that were reviewed the author's 1984 Language Teasing ate tat contiited some of the eal efforts in the eld of Let taking sraepies were iaspied by several Ley studies. Dash esearcers had ‘wed introspection an reroepetono stay the reaponsesof high schoo and ‘college EF students o thee muliple-choice test tem pes embeded i ca nected text, Stems explined which alleaives they Would choos and why they thought the selected aliemative wa the conect oe (Deller, Gah st Rosenberg Hansen, 1982) Thi findings that each iter produced an ary of Stele and that even eroceous decoding ould produce the corect answer emanated the pole relevance of information about lamer reponse [roceses to tet validity. Another induenal early study dea wih stategy tein responding to ransom and rations deletion clze tess (Homburg att Spain, 1981), Based on respondents’ repo of Staley use and success With

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