Do Standardized Reading Tests Assess Reading, or Test-Taking?

This article provides provide a new, systematic profile of more than 18,000 homeless students in Michigan, utilizing rich administrative data from all test-taking students in Grades 3–9 during three academic years. These data are part of a larger study of school choice and student mobility in that state. Homelessness is a condition found disproportionately away from suburban school districts. African American and Hispanic students are more frequently homeless, and homeless students are almost universally impoverished. They are far more mobile between districts and zip codes than their non-homeless peers and are more likely to participate in interdistrict school choice and charter schools. Finally, homeless students score far lower on state math and reading tests relative to their state, district and school peers.

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Test-Taking Skills in College Students With and Without ADHD

Journal of Psychoeducational Assessment ◽

10.1177/0734282912446304 ◽

2012 ◽

Vol 31 (1) ◽

pp. 41-52 ◽

Cited By ~ 30

Author(s):

Lawrence Lewandowski ◽

Rebecca A. Gathje ◽

Benjamin J. Lovett ◽

Michael Gordon

Keyword(s):

College Students ◽

Time Management ◽

Reading Tests ◽

High Stakes ◽

Test Taking ◽

Time Utilization ◽

Students With Adhd ◽

High Stakes Exams ◽

Reading Decoding ◽

Decoding Speed

College students with attention deficit hyperactivity disorder (ADHD) often request and receive extended time to complete high-stakes exams and classroom tests. This study examined the performances and behaviors of college students on computerized simulations of high-stakes exams. Thirty-five college students with ADHD were compared to 185 typical peers on measures of reading decoding, speed, vocabulary, comprehension, test strategies, time management, and test anxiety. Results indicated no differences between students with and without ADHD on various reading (decoding, speed, vocabulary, and comprehension) and test-taking variables (time utilization, navigation style, or strategy use), yet significant differences were present regarding their perceptions of, and anxiety during, test taking. It appears that students with ADHD perform similarly to peers on timed reading tests, although they think they perform less well and worry more about their performance.

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Test-taking Strategies on Reading Comprehension Tests: A Review of Major Research Themes

Studies in English Language Teaching ◽

10.22158/selt.v6n3p207 ◽

2018 ◽

Vol 6 (3) ◽

pp. 207

Author(s):

Mohammed S. Assiri ◽

Emad A. Alodhahi

Keyword(s):

Reading Comprehension ◽

Language Proficiency ◽

Reading Test ◽

Reading Tests ◽

Test Taking ◽

Research Themes ◽

Test Taking Strategies ◽

And Performance ◽

Comprehension Tests ◽

Reading Comprehension Tests

<p><em>There is a growing body of thought and research on strategy use on tests of reading comprehension. Nevertheless, there have been few research reviews that have treated major themes involved in thought and research on test-taking strategies, specifically in the context of reading comprehension. Hence, this paper reviews the themes that are central to the discussion of strategy choice and use on reading comprehension tests. Research themes that form the foci of the paper include discussion of test-taking strategies as they relate to the process of reading test-taking, formats of reading tests, validation of reading tests, level of language proficiency, and performance on tests of reading comprehension.</em></p>

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Test-Taking Motivation and Personality Test Validity

Journal of Personnel Psychology ◽

10.1027/1866-5888/a000012 ◽

2010 ◽

Vol 9 (3) ◽

pp. 117-125 ◽

Cited By ~ 8

Author(s):

Thomas A. O’Neill ◽

Richard D. Goffin ◽

Ian R. Gellatly

Keyword(s):

Personality Assessment ◽

Personnel Selection ◽

Test Validity ◽

Personality Testing ◽

Personality Test ◽

Field Sample ◽

Moderation Effect ◽

Test Taking ◽

Low Levels ◽

Valid Criterion

In this study we assessed whether the predictive validity of personality scores is stronger when respondent test-taking motivation (TTM) is higher rather than lower. Results from a field sample comprising 269 employees provided evidence for this moderation effect for one trait, Steadfastness. However, for Conscientiousness, valid criterion prediction was only obtained at low levels of TTM. Thus, it appears that TTM relates to the criterion validity of personality testing differently depending on the personality trait assessed. Overall, these and additional findings regarding the nomological net of TTM suggest that it is a unique construct that may have significant implications when personality assessment is used in personnel selection.

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