Authors: Ronald K. Hambleton and Stephen Jirka

Institutional affiliation/Agency/Program: Center for Educational Assessment, University of Massachusetts at Amherst

Publication date or date of most recent update: 2004

Number of pages: 7

Website URL: http://www.sabes.org/resources/publications/adventures/vol16/vol16.pdf (To get to this article, open the link to Volume 16 and click on the Bookmark in the left-hand sidebar. All articles in the Volume are listed in the Bookmark.)

Type of product: guide for both teachers and students

Key words: standardized test, test-taking techniques, practice tests

Target: Learners, Instructors

Training required: The article describes test-taking techniques that teachers can help students practice in class and outside of class; students can readily use this resource as well: the suggestions offered are concise and clear, and many of them are practical tips such as staying clam, getting enough rest and food before sitting for the test, and reviewing work.

Abstract: The authors provide an overview of standardized testing and give practical suggestions for helping adult students demonstrate their knowledge and skills on standardized tests. The authors contend that if adult students are equipped with basic knowledge about standardized tests and proven test-taking approaches, they will be better able to demonstrate their true skills and abilities.

What the experts say: This piece is very succinct, clearly written, and offers good advice for anyone who takes standardized tests – whether for academic or work-related purposes. This advice is also valuable for all parents to enable them help their children be successful in school-based assessment situations.

This article includes valuable information adult education instructors should become familiar and comfortable with. "Test Taking" is a valuable life skill students can learn, practice, and become better at.

The article - as written - could be read and comprehended by adult learners who have advanced reading skills, i.e. those in adult secondary programs, or in advanced training programs.

However, instructors should be encouraged to adapt the material for adult learners who are not strong and independent readers. For a good example of curriculum materials related to testing prepared for ABE classes see:
Testing - Standardized and Otherwise - and the Massachusetts
ABE Pilot Test: A Curriculum Unit for ABE Classes
Authors: Jenny Lee Utech, Ruth Byrne and Susan Prior (reviewed in NIFL LINCS Resource Collections- Assessment)

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This article can help both teachers and students to prepare students for standardized tests. It provides concise pointers that teachers can use to discuss with students throughout the year but definitely at orientation and prior to administration of subsequent standardized tests (NRS, GED, etc.).  Though the authors tried to write it jargon-free, the first part can be challenging for many learners (not a bad thing).

There are a couple of statements in this article that I believe should be addressed.

Page 6 says:
"One alternative to passing the GED would be for adult learners to return to high school and take regular school tests along with state graduation tests, but with a million persons desiring GED certificates each year, this would surely be impractical."
This is not accurate. Several states offer an adult high school credit-based diploma program where students take classes in the high school subjects/electives to complete the credits necessary for a high school diploma. My research on the comparison of learner persistence in secondary education in the Nov issue of ABEL confirms the effectiveness of this approach.

The guidance on essay writing (page 10) is also not entirely accurate. For example, the GED essay and the CASAS Functional Writing Assessment rubric place great emphasis on content, organization, word choice and far less on the mechanics while this piece seems to say more about the mechanics and less about the other elements.

I am not sure how these should be addressed. It would be nice if they can be footnoted.