Critics of creativity tests, some of which are used widely in determining student eligibility for special educational opportunities such as gifted programs, claim that scores on these tests can be improved with specific training on the scoring components of the tests. However, we could find no empirical evidence supporting this claim. So, we…

Many medical schools have adopted multiple mini-interviews (MMI) as an advanced selection tool. MMIs are expensive and used to test only a few dozen candidates per day, making it infeasible to develop a different test version for each test administration. Therefore, some items are reused both within and across years. This study investigated the…

Review quizzes can provide students with feedback and assist in the preparation for in-class tests, but students often do not voluntarily use self-testing resources. The purpose of the present study was to evaluate if taking a mandatory online review quiz alters performance on subsequent in-class tests. During two semesters of a single-semester…

This study examined the effectiveness of an ACT intervention course developed for high school juniors at Anderson County High School during the 2011-2012 school year. This study compared the ACT composite test scores of the treatment group to the ACT composite test scores of the control group by using their PLAN scores as a baseline, to determine…

Entry into a career in law enforcement is most often dependent upon the aspiring candidate's relative success on a competitive, written, multiple-choice examination. In the state of New Jersey, as in many states, civil service laws preclude consideration of formal educational attainment when establishing the ordinal, eligibles lists for law…

Instructors commonly use exam reviews to help students prepare for exams and to increase student success. The current study compared the effects of traditional, trivia, and practice test-based exam reviews on actual exam scores, as well as students' attitudes toward each review. Findings suggested that students' exam scores were significantly…

Although much is known about how students perform on standardized tests, little research exists concerning how students think and process while taking such tests. This mixed methods action research study was designed to investigate if a constructivist approach to test preparation could yield improved results for 37 English language arts freshmen…

We compared two formats for optional study sessions offered to students in a research methods course. Study sessions alternated between a game format (e.g., Behavioral Jeopardy) and a student-directed question and answer format, presented in counterbalanced order across different sections of the same course. The results of the alternating…

"Naturalization Test Redesign Project: Civics Item Selection Analysis" provides an overview of the development of content items for the U.S. history and government (civics) portion of the redesigned naturalization test. This document also reviews the process used to gather and analyze data from multiple studies to determine which civics…

Describes software packages used to help prepare for the Scholastic Aptitude Test, considering features that the packages have in common as well as unique features that each package has. Also lists and ranks the products and their features in a chart (indicating system requirements and current cost). (JN)

This article evaluates the use of instructor-created crossword puzzles as a means of reviewing course material. Students completed one crossword puzzle in class to prepare for an exam, and then they had the opportunity to complete a second crossword puzzle outside of class to prepare for the second exam. Students generally rated the crossword…

A study investigated whether M.D. qualifying and certification examinations produced the same scores, pass levels, and educational outcomes. Data from 72 students showed the tests produce similar results. These findings imply the tests can also be used to predict student performance and for screening and diagnostic purposes. (Author/MSE)

Compared gifted (n=97), talented (n=53), and nongifted (n=90) intermediate school children in terms of divergent thinking fluency, flexibility, and originality scores elicited by standard and explicit instructions. Results indicated that the scores of all groups were significantly different in the two instructional conditions. (Author/ABB)

Investigates (1) the differences in deep and surface strategy use of students in an introductory biology class and (2) the differences between the strategies students reported using for test preparation and those they would suggest a friend to use. Finds high performing students used more deep and domain-specific strategies for learning than…

Investigates the effect of test familiarization, practice, and coaching upon the test performance of 10- to 11-year-old British school children. Explains there were two conditions: (1) children had three hours of coaching before test taking; and (2) children received coaching after taking three tests. Includes references. (CMK)