ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
85
THE IMPACT OF TEST-TAKING STRATEGIES ON THE
DEVELOPMENT OF READING
Madina Tojiboyeva Ulugbek qizi
Graduate student of Webster university
https://doi.org/10.5281/zenodo.13641315
Introduction
In an era where literacy is paramount, reading skills form the foundation
of academic achievement and personal development. The ability to comprehend
and analyze texts is essential not only for success in educational settings but also
for informed citizenship in a complex world. However, many students face
challenges during assessments that can hinder their performance. Test-taking
strategies are systematic approaches that can enhance reading comprehension
and mitigate anxiety. This thesis aims to explore various test-taking strategies
that effectively develop reading skills among students, highlighting their
importance in educational practices.
Test taking strategy used in reading
Test-taking strategies are the techniques that learners employ during
various forms of language assessments to enhance their chances of selecting
correct answers. However, successful use of these strategies does not
necessarily indicate a full understanding of the material being tested. Cohen
highlights this by noting that test takers can answer multiple-choice questions
correctly without fully comprehending the text. He further emphasizes that
these strategies are conscious processes, where test takers actively choose
methods they believe will aid them in answering questions. These strategies can
be short-term, such as looking for clues linking questions to the text, or long-
term, like reading the entire text after reviewing the questions.
Researchers categorize test-taking strategies into two main types: test-
management strategies and test-wiseness strategies. Test-management
strategies involve logical and purposeful behaviors that reflect the underlying
competence related to the assessment. In contrast, test-wiseness strategies
utilize the test's textual or technical elements to arrive at correct answers, often
without demonstrating true competence related to the assessed construct. Rupp,
Ferne, and Choi further classify these strategies into general strategies
applicable across different formats, text-related strategies focused on the text
itself, and item-related strategies that pertain to specific question items.
Research indicates that the balance between using test-management and test-
wiseness strategies can significantly influence test performance quality.
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
86
Test-taking strategies are often seen as compensatory tools, used by learners to
offset deficiencies in language skills or test-taking abilities. Cohen and Upton
suggest that these strategies align with the strategic competence framework
proposed by Bachman and Palmer, which outlines four metacognitive processes
that test takers undergo: assessing the task's goals and required knowledge
(assessment), determining how to respond (goal setting), connecting task
requirements to their knowledge and planning their actions (planning), and
finally executing their chosen response (execution). The performance of two test
takers with similar language competencies can differ based on how effectively
they engage in these processes and manage their test-taking strategies. Reading
is viewed as an interactive and constructive process where readers draw on
various resources, including background knowledge and contextual cues, to
derive meaning. Investigating strategy use among readers has provided valuable
insights into the cognitive and metacognitive processes involved in reading
comprehension.
References:
1.
Allan, A. (1992). Development and validation of a scale to measure test-
wiseness in EFL/ESL reading test takers. Language Testing, 9(2), 101-122.
https://doi.org/10.1177/026553229200900201
2.
Allan, A. (1995). Begging the questionnaire: Instrument effect on readers’
responses to a self-report checklist. Language Testing, 12, 133-153.
https://doi.org/10.1177/026553229501200201
3.
Anderson, N. J. (1991). Individual differences in strategy use in second
language reading and testing. Modern Language Journal, 75(4), 460-472.
https://doi.org/10.1111/j.1540-4781.1991.tb05384.x
4.
Anderson, N. J. (2005). L2 learning strategies. In E. Hinkel (Ed.), Handbook
of research in second language teaching and learning (pp. 757-771). Mahwah,
NJ: Lawrence Erlbaum.
5.
Anderson, N. J., Bachman, L., Perkins, K., & Cohen, A. (1991). An
exploratory study into the construct validity of a reading comprehension
