提升应试技巧：一项批判性分析
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“培训考试技巧：一项批判性分析”
这篇学术论文《培训考试技巧：一项批判性分析》由Vivian Fueyo撰写，来自Katisas大学。文章主要关注的是标准化测试中，无论是儿童还是成年人都可能因为不熟悉测试格式或测试环境的要求而处于劣势的问题。作者对考试所需的技能、考试技巧的培训以及相关实验证据进行了深入的批判性分析。
文章指出，由于对测试形式和测试环境的陌生，可能导致测试者的成绩受到不利影响。作者引用了心理学家如Thorndike, Cronbach和McClelland的建议，讨论了实际课堂中可以采用的考试技巧训练策略。同时，也警告了在训练考试技巧时可能遇到的陷阱，比如过分依赖特定试题内容进行训练，这可能会导致测试成绩不能准确反映被评估的真正技能。
论文的结论部分提出了一个针对特定任务的教育单元建议，该单元旨在训练必要的考试技巧，以确保测试分数能真实反映被测试的技能水平。作者强调，对于儿童和成年人来说，熟悉考试格式和环境，以及掌握有效的考试策略，是提高测试表现的关键。
此论文对教育工作者和研究人员具有重要的参考价值，它提醒了我们在教学和评估过程中，不仅要关注知识的传授，还要注重提升学生应对不同类型测试的能力，以确保测试结果的公正性和准确性。通过批判性分析，论文提供了关于如何有效、有针对性地训练考试技巧的指导，有助于改进教学方法和测试设计，减少因技巧不足而导致的成绩偏差。
TRAINING TEST-TAKING SKILLS A CRITICAL ANALYSIS‘
VIVIAN
FUEYO
Utiiversity
of
Katisas
Children.
as
well
as
adults, can be handicapped when taking
a
Standardized
test because of an unfamiliarity with the test format
or
with the requirements
of the testing situation. This review presents a critical analysis
of
the skills
required for test-taking, the training of test-taking skills, and the experimental
evidence on the training. Based on the recommendations of psychologists
such
as
Thorndike, Cronbach, and McClelland, practical classroom strategies
for
test-taking are discussed. Cautions
on
the pitfalls of training test-taking
skills on questionable dimensions, such
as
on test item content, are also dis-
cussed. The review concludes with recommendations
for
a task-specific in-
structional unit which trains the necessary skills
for
test-taking to assure
that the score on the test is an accurate measurement of the skill being assessed.
Children, as well
as
adults, can be handicapped when taking
a
standardized
test because of an unfamiliarity with the test format
or
with the requirements
of the testing situation. Thorndike
(1971) states the problem succinctly:
“.
. .
performance on many types of tests is likely to be in some measure a function of the
individual’s ability to understand what he is supposed to do on the test” (p.
364).
A
critical analysis of the skills required for test-taking, the training
of
test-taking
skills, and the experimental evidence on this training will be reviewed. Practical
recommendations based on this analysis will follow.
What
Are Test-Taking Skills?
Test “. . .assessments.
.
.are affected not only by the level and type of concept
tested, but also by the many factors arising from the method of testing and the
subject’s facility in handling it.
.
.”
(Vernon, 1962,
p.
285).
Staats
(1971) adds
that the behavioral skills of a child affect his test performance, and in fact the
child’s skill in taking tests is also a product of past learning. Although Vernon
and Staats recognize that many factors and skills do influence test performance,
identification of specific skills has been the work
of
others.
Ebel
(1965) has identified the essential test-taking skills which he feels are
requisite in the testing situation. He has enumerated those skills and states them
as cautions (e.g., One should be aware of the basis for scoring.) Masha Rudmon
(Raspberry,
1974) has also identified important suggestions for children taking
tests; for example, she advocates teaching children how to
fill
out the answer sheets.
Millman, Bishop, and Ebel
(1965) have identified two general categories of test-
taking strategies
:
time-using and error-avoidance. Their recommendations (labeled
“test-wiseness”) are aimed at helping the test-taker make the least number
of
careless errors and make the most efficient use of the allotted time (Mollenkopf,
1960).
Training Test-Taking Skills
Training the requisite skills
for
test-taking has been
a
topic for much dis-
cussion. Terman was emphasizing the necessity of securing the maximum attention
‘Preparation
of
this review was a partial requirement
for
a
Doctor of Philosophy Degree
from
the Department
of
Human Develo ment
at
the University
of
Kansas. The writing
of
this review
was supported in part by a grant
(8EG-0-8-522422-4433)
to
the University of Kansas Support and
Development Center for Follow Through..
Requests for reprints should be sent
to
Vivian Fueyo, Dept.
of
Human Development,The
University of Kansas, Lawrence, KS
66045.
180
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