Seventeen medical school students who participated in a commercial test preparation course were matched with 17 other students judged to be of equal ability. These two groups were compared on the basis of their scores on Part I of the National Board of Medical Examiners (NBME). The two groups were matched closely on both the grade point average…

An intervention program employing test-skills instruction and cooperative learning methods was presented to second year minority medical students at a major state supported medical school. The purpose was to enhance minority students' passing rate for Part I of the National Board of Medical Examiners (NBME) examination. After completion of the…

In the interests of improving and ensuring the quality of teachers in the schools, testing is increasingly becoming an integral part of the certification process. Almost all states currently require that prospective teachers pass a test either as a requirement for entering a teacher education preparation program or after completing such a program…

In an attempt to reinforce the directive role of evidence in current arguments over test coaching, this chapter summarizes research findings from studies of coaching for the Scholastic Aptitude Test in the context of a conceptual analysis of the meaning and likely import of the coachability of such ability tests. (Author/BW)

Presents a theoretical model that identifies the context in which students experience difficulties with complex multiple choice exams (MCE). Provides a structured approach that facilitates the development of critical thinking and metacognitive skills. Discusses a workshop in which participants reported increased knowledge concerning the process…

Describes and evaluates the effectiveness of an individualized Writing Lab module, developed to prepare students enrolled in Savannah State College's Developmental Studies English Fundamentals classes for the post-Collegiate Placement Examination. The module uses instructor-authored, computer-assisted instruction to provide immediate feedback on…

After adjusting for different background characteristics of students, effects on test scores were related to the length and type of test coaching programs offered. The data suggest that the test item types in the Graduate Record Examination General Test appear to show little susceptibility to formal coaching experiences. (Author/DWH)

This project at Tennessee State University (Nashville) attempted to enlarge the pool of qualified and motivated undergraduate black students for graduate study leading to a public service career. The project served three consecutive cohorts of black students entering the upper division of their undergraduate program; it emphasized curricular and…

A non-experimental design was used to determine if scores of students enrolled in specified major coaching schools were significantly higher than scores of comparable uncoached groups. Score increases at two Scholastic Aptitude Test (SAT) coaching schools and Law School Admission Test (LSAT) schools were compared. Over 1,400 SAT examinees and…

A special course was designed to aid undergraduate subjects in preparing for the Graduate Record Examination--Quantitative (GRE-Q). The course included a short one-session discussion (Anxiety Reduction Session) of the GRE and its uses, and four sessions devoted to specific instruction in the basic mathematics required for the test and strategies…

The Workplace Education Program (WEP) was a literacy partnership between Emily Griffith Opportunity School and 5 business partners at 11 sites in Denver, Colorado. All of the business partners were in the health care sector. A total of 907 individuals were served during the project grant period. Of those individuals, 226 attended supplementary…