Test-Wiseness: Definition, Types, and Implications, as well as Studies Related with Test Wiseness
By: Agus Eko Cahyono and Jumariati

Test-wiseness which is also called test-taking strategy, test-familiarity or test-wisdom is defined by Millman, et al. (1965) as cited by Ferrier, et al. (2011: 101) as “a subjects’ capacity to utilize the characteristics and formats of the test/or test-taking situation to receive a high score.” This is to say that test-wiseness is the test-taker’s ability in recognizing and utilizing cues in the test items or formats that can improve his score on the test. Furthermore, Millman et al. categorize test-wiseness taxonomy into three domains which include the test-takers, the test-constructor, and the test itself. In terms of the test-takers, there are four traits involve: time-management strategies, minimizing mistakes, employing a guessing strategy, and using deductive reasoning. Meanwhile, the trait of test-constructor deals with the advice given on what will be tested. Finally, the test itself may contain clues that help test-takers in giving the correct answer on the test. It can be inferred that test-wiseness can affect the validity of a test as it does not reflect the actual performance of a test-taker. Some efforts can be done to reduce test-wiseness effect such as training all test-takers prior to the test or developing a good test item without containing clues or inappropriate distracters. This is to say that the test should be free from test-wiseness items so that every test-taker can perform their actual ability on the test. As it is affirmed by Rogers and Bateson (1991) that test-wiseness can affect one’s score on a test and thus the score should not be misinterpreted as his real performance.

There are several types of test-wiseness that can improve students’ scores (Anastasi, 1981 as cited by Ferrier, et al. 2011): training in general cognitive skills, training in specific test-related skills, and exposure to the actual test. Training to increase one’s intelligence contributes to the improvement of scores as well as training on certain skill being tested. Meanwhile, exposure to the test which is also called as practice effects can increase one’s score on the test after he takes the second test and being familiar with the test type, content, and format. Therefore, students can be trained prior to the test in order to help them improve their scores. It means they are introduced to the test type, test format, and test content which are similar to the actual test. These affirm that test-wiseness as a cognitive factor is measurable and subject to change as a result of test experience or training to the test.
Studies have been conducted in the effort to reveal deeper information on test-wiseness in literary education. Cohen (2006) reports some studies on the relationship between language proficiency and test-taking strategies and reveal that high and low proficient students use the same top-down strategies but different bottom-up strategies, repair strategies, and affective strategies in listening test (Yoshida and Morrise, 1998 as cited in Cohen, 2006). Meanwhile, studies by Purpura (1997, 1998) as cited in Cohen (2006) show that the indicator was stronger for the low proficient students in using monitoring, self-evaluating, and self-testing than the high ones. But even they use the same strategies, the result of the test is different. Studies also have been done to investigate the effects of test-taking strategies to the result of validated test as TOEFL (Allan, 1992 and Yang, 2000). The study by Allan (1992) finds that there is little chance of the test-wise students to do guessing compared to the test-naïve students and that the test measures test-wiseness.  Whereas the study by Yang (2000) reveals that the test-wise students use their knowledge and are more thoughtful in answering the test than the test-naïve students who tend to do guessing. It also finds that most of the test items are found to be susceptible to test-wiseness.
To sum up, test-wiseness as the test-taker’s cognitive ability in recognizing and utilizing the test to increase his score on a test is the mental capacity that can be developed. It largely depends on the test-taker’s ability in the process. It is necessary to be noted that if the main focus is to reveal test-taker’s actual performance, test-wiseness should be paid careful attention by the test-developers and teachers.

References:
Cohen, A.D. 006. The Coming of Age of Research on Test-taking Strategies. Language Assessment Quarterly, 3(4): 307-331.

Ferrier, D.E., Lovett, B.J. & Jordan, A.H. 2011. Construct-irrelevant Variance in Achievement Test Scores: A Social Cognitive Perspective. In L.E. Madson (Ed.) Achievement Tests: Types, Interpretations, and Uses. (pp89-108). New York: Nova

Rogers, T.W. & Bateson, D.J. 1991. The Influence of Test-Wiseness on Performance of High School Seniors on School Leaving Examinations. Applied Measurement in Education, 4(2): 159-183.