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The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts, Mathematics, and Grades 5 & 8 Science Tests. School administrators must be thoroughly familiar with the contents of the manual, and the policies and procedures must be followed as written so that testing conditions are uniform statewide. The appendices include: (1) Certificates; (2) A tracking log of secure materials; (3) Procedures for testing students with disabilities; (4) Testing accommodation information; (5) Documents to assist with material return; (6) Contact information; and (7) Information on the Nextera™ Administration System for computer-based testing. This "School Administrator's Manual" serves to guide school administrators in general test administration activities for both paper- and computer-based testing.

The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Tests. School administrators must be thoroughly familiar with the contents of the manual, and the policies and procedures must be followed as written so that testing conditions are uniform statewide. The appendices include: (1) Certificates; (2) A tracking log of secure materials; (3) Procedures for testing students with disabilities; (4) Testing accommodation information; (5) Documents to assist with material return; (6) Contact information; and (7) Information on the Nextera™ Administration System for computer-based testing. This School Administrator's Manual serves to guide school administrators in general test administration activities for both paper- and computer-based testing. [For the 2022 Manual for Computer-Based Field Testing, see ED628919. For the 2022 Manual for Paper-Based Field Testing, see ED628920.]

The New York State Education Department (NYSED) has a partnership with Questar Assessment Inc. (Questar) for the online delivery of the 2023 Elementary-Level (Grade 5) and Intermediate-Level (Grade 8) Science Computer-Based Field Tests. Teachers from across the State work with NYSED in a variety of activities to ensure the validity and reliability of the New York State Testing Program (NYSTP). The guidelines in this document help ensure that the field tests are valid, reliable, and equitable for all students. A series of instructions helps to follow the steps necessary for administering the computer-based field tests within the field test window. [For the 2022 manual, see ED628890.]

The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Paper-Based Field Tests. School administrators must be thoroughly familiar with the contents of the manual, and the policies and procedures must be followed as written so that field testing conditions are uniform statewide. This School Administrator's Manual for Paper-Based Field Testing also serves to guide school administrators in general field test administration activities for paper-based field testing. [For the 2021 manual, see ED613295.]

The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Field Tests, and the Elementary-level (Grade 5) and Intermediate-level (Grade 8) Science Field Tests. School administrators must be thoroughly familiar with the contents of the manual, and the policies and procedures must be followed as written so that testing conditions are uniform statewide. This "School Administrator's Manual for Computer-Based Field Testing" also serves to guide school administrators in general field test administration activities for CBT. [For the 2021 manual, see ED613295.]

The New York State Education Department (NYSED) has a partnership with Questar Assessment Inc. (Questar) for the online delivery of the 2022 Elementary-Level (Grade 5) and Intermediate-Level (Grade 8) Science Computer-Based Field Tests. Teachers from across the State work with NYSED in a variety of activities to ensure the validity and reliability of the New York State Testing Program (NYSTP). The guidelines in this document help ensure that the field tests are valid, reliable, and equitable for all students. A series of instructions helps to follow the steps necessary for administering the computer-based field tests within the field test window.

The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Tests. School administrators must be thoroughly familiar with the contents of the manual, and the policies and procedures must be followed as written so that testing conditions are uniform statewide. The appendices include: (1) Certificates; (2) A tracking log of secure materials; (3) Procedures for testing students with disabilities; (4) Testing accommodation information; (5) Documents to assist with material return; (6) Contact information; and (7) Information on the Nextera™ Administration System for computer-based testing. This "School Administrator's Manual" serves to guide school administrators in general test administration activities for both paper- and computer-based testing. [Cover title varies: "Grades 3-8 English Language Arts and Mathematics Tests School Administrator's Manual v202 2021 Edition." For the 2020 manual, see ED609943.]

The New York State Education Department (NYSED) has a partnership with Questar Assessment Inc. (Questar) for the development of the 2020 Grades 3-8 English Language Arts Tests. Teachers from across the State work with NYSED in a variety of activities to ensure the validity and reliability of the New York State Testing Program (NYSTP). The 2020 Grades 3-5 English Language Arts Tests are administered in two sessions on two consecutive school days. Students are asked to demonstrate their knowledge and skills in the areas of reading and writing. Students will have as much time as they need each day to answer the questions in the test sessions within the confines of the regular school day. For all three grades, each test consists of multiple-choice (1-point) and short-response (2-point) questions and an extended-response (4-point) question. Each multiple-choice question is followed by four choices, one of which is the correct answer. Students select their responses in the Nextera™ Test Delivery System. The short- and extended-response questions require students to type (rather than select) appropriate responses in the Nextera™ Test Delivery System. By following the guidelines in this document, teachers help ensure that the tests are valid, reliable, and equitable for all students. A series of instructions helps teachers follow the steps necessary for administering the computer-based tests within the test schedule. [For "New York State Testing Program: 2019 Grades 3-5 English Language Arts Computer-Based Tests. Teacher's Directions (April 1-8, 2019)," see ED601172. For "New York State Testing Program: 2020 Grades 3-5 English Language Arts Paper-Based Tests. Teacher's Directions (March 25-27, 2020)," see ED605939.]

The New York State Education Department (NYSED) has a partnership with Questar Assessment Inc. (Questar) for the development of the 2020 Grades 3-8 English Language Arts Tests. Teachers from across the State work with NYSED in a variety of activities to ensure the validity and reliability of the New York State Testing Program (NYSTP). The 2020 Grades 6-8 English Language Arts Tests are administered in two sessions on two consecutive school days. Students are asked to demonstrate their knowledge and skills in the areas of reading and writing. Students will have as much time as they need each day to answer the questions in the test sessions within the confines of the regular school day. For all three grades, each test consists of multiple-choice (1-point) and short-response (2-point) questions and an extended-response (4-point) question. Each multiple-choice question is followed by four choices, one of which is the correct answer. Students select their responses in the Nextera™ Test Delivery System. The short- and extended-response questions require students to type (rather than select) appropriate responses in the Nextera™ Test Delivery System. By following the guidelines in this document, teachers help ensure that the tests are valid, reliable, and equitable for all students. A series of instructions helps teachers follow the steps necessary for administering the computer-based tests within the test schedule. [For "New York State Testing Program: 2020 Grades 6-8 English Language Arts Paper-Based Tests. Teacher's Directions (March 25-27, 2020)," see ED605935. For "New York State Testing Program: 2019 Grades 6-8 English Language Arts Computer-Based Tests. Teacher's Directions (April 1-8, 2019)," see ED601169.]

The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Tests. School administrators must be thoroughly familiar with the contents of the manual, and the policies and procedures must be followed as written so that testing conditions are uniform statewide. This "School Administrator's Manual" serves to guide school administrators in general test administration activities for both paper- and computer-based testing. This manual includes instructions on: (1) Preparing for the Tests; (2) Administering the Tests; and (3) After Testing. The appendices include: (1) Certificates; (2) A tracking log of secure materials; (3) Procedures for testing students with disabilities; (4) Testing accommodation information; (5) Documents to assist with material return; (6) Contact information; and (7) Information on the Nextera™ Administration System for computer-based testing. [Cover title varies: "Grades 3-8 English Language Arts and Mathematics Tests School Administrator's Manual. 2020 Edition." For the 2019 manual, see ED609945.]

The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Tests. School administrators must be thoroughly familiar with the contents of the manual and the policies and procedures must be followed as written so that testing conditions are uniform statewide. This "School Administrator's Manual" serves to guide school administrators in general test administration activities for both computer-based testing (CBT) and paper-based testing (PBT). This manual includes instructions on: (1) Preparing for the Tests; (2) Administering the Tests; and (3) After Testing. The appendices include: (1) Certificates; (2) A tracking log of secure materials; (3) Procedures for testing students with disabilities; (4) Testing accommodation information; (5) Documents to assist with material return; (6) Contact information; and (7) Information on the Nextera™ administration system for CBT. [Cover title varies: "Grades 3-8 English Language Arts and Mathematics Tests School Administrator's Manual. 2019 Edition."]

ACT reporting categories and ACT Readiness Ranges are new features added to the ACT score reports starting in fall 2016. For each reporting category, the number correct score, the maximum points possible, the percent correct, and the ACT Readiness Range, along with an indicator of whether the reporting category score falls within the Readiness Range are provided. In the format of questions and answers, this document first gives an introduction of the reporting categories in terms of what they are, how they are reported, and how they are related to the previous subscores. Then, based on results from 12 ACT forms administered to randomly equivalent groups of about 3,000 examinees in each, information is provided on the technical characteristics of the reporting category scores, including score reliability, standard error of measurement, and classification consistency of the ACT Readiness Ranges. This document is intended to facilitate the interpretation of reporting category scores and the ACT Readiness Ranges.

Dropping out of high school seriously impacts an individual's job opportunities, income potential and employment stability. To minimize those risks, individuals can earn a General Educational Development (GED) credential. Researchers have studied the impact of obtaining a GED on candidates' lives and found that the credential affects their perceptions of themselves and their future success in terms of education, training, employment and income. This study identified similarities and differences among rural and urban GED students to determine if certain factors affect the success of these students in obtaining a GED. The study also looked to identify program considerations that may serve the educational needs of out-of-school rural and urban GED candidates. The research found that, on average, GED candidates were 24 years old, did not complete schooling beyond the 10th grade, and earned about $5,800 the year prior to taking the GED. The largest percentage of rural and urban candidates indicated they were unemployed, and about one-third indicated they were employed full-time. Overall, the most common reasons for taking the GED were personal satisfaction, to get a better job, to enter college, to enroll in a technical or trade program, and to be a role model for family. Typically, the GED candidates found out about the GED through a friend, neighbor or family member. The most common methods/approaches for preparing for the GED were home study, public school adult education class, official practice tests, and being self-taught. See appendix for the full demographic results of the research. (Contains 5 figures and 15 footnotes.)

This paper presents the first evidence of the effects of school accountability systems on the long-term human capital development of high-performing, college-bound students. The results are mixed. On the one hand, the evidence is consistent that school accountability sanction threats are associated with changes in student study habits. Students who attended high schools that were threatened with accountability sanctions systematically study differently than did their school-mates who graduated from high school in an adjacent year but who were not directly affected by the school's threat of sanctions. Students from high schools threatened with sanctions postpone studying and cram more than students from the same high schools when the schools were not threatened with sanctions. The tendency toward increased cramming seems likely to result when threatened schools place a heavy emphasis on the outcomes of a specific test, rather than on overall learning outcomes over the entire year. The authors also find evidence that the induced increase in student cramming, "ceteris paribus", leads to reduced course performance in the classes in which the student crams. These results provide potential lessons for the design of accountability systems. The finding that students are apparently better prepared for college coursework in the specific subjects that are emphasized by the accountability system suggests that accountability systems that cover more subject areas may in turn produce better-prepared students. At the same time, the finding that students performed better when their schools were threatened with sanctions under a standards-based accountability system than under an accountability system with lower standards indicates that a system with high-quality tests closely aligned with rigorous standards is likely to yield better student preparation for higher education. A full set of coefficient estimates is appended. (Contains 1 figure, 10 tables and 9 footnotes.)

Since much of the previous research on exit exams, including CEP's own work, has looked at national patterns of implementation and passing rates, this study aimed to benefit policy and practice by focusing on the local level. Specifically, case studies were conducted in Jackson, MS and Austin, TX that examined how classroom instruction and other initiatives are preparing students for exit exams, as well as how these exams are affecting students' engagement in learning and their plans for postsecondary education. The Jackson and Austin school districts were chosen because of their substantial experience implementing the exit-level exams of the Mississippi Subject Area Testing Program (SATP) and the Texas Assessment of Knowledge and Skills (TAKS), as well as earlier versions of state exit exams. The researchers also wanted to look specifically at how high school exit exams may be affecting students of color. This report describes what was learned from the research conducted in Jackson and Austin. The opening section of the report summarizes key findings across the two districts and within each district. The two longer middle sections of the report consist of detailed case studies of each district. A final section describes the study methods. (Contains 12 tables.)

This handbook contains information for high school educators--teachers, curriculum coordinators, counselors, and principals--as they prepare students to take the Prairie State Achievement Examination (PSAE). The first section explains the purpose of the PSAE, gives timelines and test-day schedules, and shows how the PSAE is constructed. The rest of the handbook provides an overview of each subject test (including keys that give answers to each item and identify the Illinois Learning Standard(s) that the item covers) and five appendices that contain the text of the Illinois law that mandates the PSAE, performance-level definitions for each PSAE subject, a report on the process that was used to set standards for the PSAE following its first administration, and the Day 1 and Day 2 student test-preparation booklets (Preparing for the ACT Assessment and the Overview and Preparation Guide for PSAE Day 2). As in previous years, the Day 2 booklet for grade 11 students contains sample test questions, answer keys, a writing prompt, and scored and annotated writing responses from a previous PSAE administration. The PSAE writing test section of this handbook contains additional prompts and one annotated sample response. Appended are: (1) 105 ILCS 5/2-3.64 State goals and assessment; (2) Performance-Level Definitions; (3) Setting Standards on the Prairie State Achievement Examination; (4) Preparing for the ACT Assessment, 2003-2004; and (5) Overview and Preparation Guide for PSAE Day 2.

CASAS, in cooperation with the CASAS National Consortium Policy Council, conducted a study to provide guidance to program and instructional staff regarding student readiness to take the GED Tests. The study looked at the relationship of CASAS reading and math scores to official 2002 GED test results from five states--California, Hawaii, Iowa, Kansas, and Oregon. More than 6,700 individuals in the study took the appropriate CASAS test form within six months of taking the GED Tests. The study found a clear positive relationship between CASAS reading scores and GED reading scores as well as between CASAS math scores and GED math scores. The study also indicated a clear positive relationship between CASAS reading scores and overall GED results averaged across the five test content areas of reading, writing, science, social studies, and mathematics. (Contains 2 tables and 2 exhibits.)

Standardized test scores play a central role in determining college admission decisions in both developed and emerging countries. For that reason, many courses are offered by schools and other educational institutions to prepare students for the exams. However, it is still unclear whether additional preparation has a positive and significant effect. The objective of this paper is to use the results of the Colombian high-school exit examination to gain a better understanding of the relationship between preparation and test results. Our results show that, on average, preparatory activities are associated with an increase of approximately 0.06 standard deviations in scores., Los resultados de los exámenes estandarizados juegan un papel importante en las decisiones de admisión a la universidad en países desarrollados, emergentes y de bajos ingresos. Por esa razón, los colegios y otras instituciones educativas ofrecen cursos para preparar a los estudiantes. Sin embargo, no está claro si esta preparación adicional tiene un efecto positivo y significativo. Este artículo utiliza los resultados del examen de Estado colombiano para analizar la relación entre la preparación y el desempeño. Nuestros resultados muestran que, en promedio, las actividades de preparación están asociadas a un incremento de aproximadamente 0.06 desviaciones estándar en los puntajes., Os resultados dos exames padronizados desempenham um papel importante nas decisões de admissão à universidade em países desenvolvidos, emergentes e de baixos ingressos. Por essa razão, os colégios e outras instituições educativas oferecem cursos para preparar aos estudantes. No entanto, não está claro se esta preparação adicional tem um efeito positivo e significativo. Este artigo utiliza os resultados do exame de Estado colombiano para analisar a relação entre a preparação e o desempenho. Nossos resultados mostram que, em média, as atividades de preparação estão associadas a um incremento de aproximadamente 0.06 desvios padrão nas pontuações.

Standardized test scores play a central role in determining college admission decisions in both developed and emerging countries. For that reason, many courses are offered by schools and other educational institutions to prepare students for the exams. However, it is still unclear whether additional preparation has a positive and significant effect. The objective of this paper is to use the results of the Colombian high-school exit examination to gain a better understanding of the relationship between preparation and test results. Our results show that, on average, preparatory activities are associated with an increase of approximately 0.06 standard deviations in scores., Os resultados dos exames padronizados desempenham um papel importante nas decisões de admissão à universidade em países desenvolvidos, emergentes e de baixos ingressos. Por essa razão, os colégios e outras instituições educativas oferecem cursos para preparar aos estudantes. No entanto, não está claro se esta preparação adicional tem um efeito positivo e significativo. Este artigo utiliza os resultados do exame de Estado colombiano para analisar a relação entre a preparação e o desempenho. Nossos resultados mostram que, em média, as atividades de preparação estão associadas a um incremento de aproximadamente 0.06 desvios padrão nas pontuações., Los resultados de los exámenes estandarizados juegan un papel importante en las decisiones de admisión a la universidad en países desarrollados, emergentes y de bajos ingresos. Por esa razón, los colegios y otras instituciones educativas ofrecen cursos para preparar a los estudiantes. Sin embargo, no está claro si esta preparación adicional tiene un efecto positivo y significativo. Este artículo utiliza los resultados del examen de Estado colombiano para analizar la relación entre la preparación y el desempeño. Nuestros resultados muestran que, en promedio, las actividades de preparación están asociadas a un incremento de aproximadamente 0.06 desviaciones estándar en los puntajes.

The objective of this article is to describe the possible elements of comprehension that affect the response to new items on a verbal reasoning test. The starting point was the verbal report of a group of thirteen students obtaining high and low scores on an academic aptitude test at Universidad de Costa Rica. An exploratory qualitative study identified five irrelevant elements for comprehension: lexicon, rhetoric, length, very specific context, and use of previous knowledge, which affect the response to items of reasoning in the verbal context. The recognition of these aspects was a result of the research project, which aimed at determining the elements of the sentence, instructions, or detractors that hindered comprehension, and defining their relationship to the difficulty assigned by the test-taker. The suggestion was made to use the verbal report to generate evidence of validity for an admissions test., Resumen El objetivo de este artículo es describir cuáles son los posibles elementos de comprensión que afectan la resolución de ítems nuevos en una prueba de razonamiento verbal. El punto de partida fue el reporte verbal de un grupo de 13 estudiantes que obtuvieron altas y bajas puntuaciones en la Prueba de Aptitud Académica de la Universidad de Costa Rica. Se realizó un estudio cualitativo exploratorio en el que se identificaron cinco elementos irrelevantes para la comprensión: léxico, redacción, extensión, contexto muy específico y uso de conocimiento previo, que afectan la resolución de ítems de razonamiento en contexto verbal. El reconocimiento de estos aspectos derivó de los resultados de un proyecto de investigación, que buscó determinar los elementos del enunciado, la instrucción o los distractores que dificultan la comprensión y la relación con la dificultad asignada por el examinado. Asimismo, se planteó el uso del reporte verbal como generador de evidencias de validez para una prueba de admisión.

Introduction: Study habits is one important factor which influences the academic performance of students. The learning strategies of high achievers are likely to be more effective. The study was aimed to analyse the study habits among undergraduate medical students and compare the study habits of high, average and low achieving undergraduate medical students. Application of effective learning strategies may be helpful in achieving better academic outcomes. Materials and Methods: The study was conducted as a cross sectional, observational study with 118 Final year MBBS students as study participants using Dennis Congos Study Skills Inventory Questionnaire consisting of 51 study habits questions classified according to domains of Text Book reading, Notes taking, Memory, Test Preparation, Concentration, Time management. Results: The percentage of students scoring above the cut off levels in each domain were: Memory: 61/118 (51.69%), Concentration: 67/118 (56.77%), Notes taking: 7/118 (5.93%), Time management: 17/118 (14.40%), Test preparation: 31/118 (26.27%), Text book reading: 35/118 (29.66%). The only Study habit that showed significant difference across the high, medium and low achievers was: Ability to pay attention in the class (p: 0.006). Conclusion: Though the students are talented and fare better in Memory and Concentration skills, there is glaring lack of attitudinal skills like Notes taking, Time management, Test preparation and Textbook reading skills. Paying attention in the class seems to be one most important distinguishing learning strategy determining the academic performance. Teaching– Learning methodologies need to be made more interesting so as to actively engage the attention of low achievers also.

Objectives: To determine if scores on review quizzes delivered by an audience response system (ARS) correlate with in-training exam (ITE) scores. Methods: Prospective observational study of EM residents at 6 accredited EM residency programs. Subjects included residents who had taken previous in-training examinations. Subjects participated in bimonthly review sessions using an audience response system. Twelve review quizzes were administered, each consisting of 10 multiple choice questions. After the in-training exam, subjects completed an attitudinal survey consisting of six Likert scale items and one “yes/no” item. A mixed linear model was used to analyze the data accounting for prior 2012 in-training exam scores and nesting due to institution. Results: Among 192 participants, data from 135 (70.3%) participants were analyzed. Results from the mixed linear model indicate that the total mean score on the review quizzes was a significant [t(127) = 6.68; p < 0.001] predictor of the 2013 in-training exam score after controlling for the 2012 in-training exam score. 146 participants completed the attitudinal survey. 96% of respondents stated that they would like ARS to be used more often in resident education. Respondents felt the sessions aided in learning (mean 7.7/10), assisted in preparation for the in-training exam (mean 6.7/10), and helped identify content areas of weakness (mean 7.6/10). Conclusion: Our results suggest that scores from review quizzes delivered by an audience response system correlate with in-training exam scores and is viewed positively by residents.

Washback, or the influence of testing on teaching and learning, has received considerable attention in language testing research over the past twenty years. It is widely argued that testing, particularly high-stakes testing, exerts a powerful influence, whether intended or unintended, positive or negative, on both teachers and learners. This article investigates the washback effects of a high-stakes English language proficiency test, the Test of English as a Foreign Language Internet-Based Test (TOEFL iBT), in Vietnam. Vietnam, a developing country whose educational philosophies differ from those underpinning the TOEFL iBT, provided a unique context to explore the test's washback. In the course of this study, four teachers were observed and teaching materials were collected from educational institutions in Vietnam. The study revealed that the TOEFL iBT influenced both what the teachers taught and how they taught but its effects were mediated by the use of test preparation materials.

Hur policyförändringar, som fler nationella prov och tidigare betyg, kan komma till uttryck i verksamheten utforskas i denna studie. Syftet är att undersöka hur några elever i läs- och skrivsvårigheter/dyslexi beskriver sina erfarenheter av att göra nationella läsprov i svenska i årskurs 6. Det empiriska materialet har inhämtats genom halvstrukturerade intervjuer med fyra elever i årskurs 6, som nyligen har genomfört proven. Resultatet, som har analyserats ur ett policy enactment perspektiv, visar att eleverna beskriver proven som mycket viktiga, då de tror att proven har en stor betydelse för deras betyg i svenska. Eleverna har förberetts inför proven i skolan genom undervisning i läsförståelsestrategier, genom att öva på gamla prov och genom att titta på bedömningsexempel. De har också förberett sig själva inför provsituationen på olika sätt. Eleverna har olika erfarenheter av anpassningar vid proven och de som har haft anpassningar ställer sig positiva till det. Eleverna upplevde stress och nervositet i varierande grad, främst innan proven. Skilda specialpedagogiska perspektiv framträder i hur skolor hanterar frågor om förberedelser och anpassningar av de nationella proven. Hur lärare och elever tolkar policy får betydelse för eleverna i samband proven., How changes in policy, as more national tests and earlier grades, can be expressed in school settings are explored in this study. The aim is to examine how some students in reading and writing difficulties/dyslexia describe their experiences of doing national reading tests in Swedish in Grade 6. The empirical material has been collected through semi-structured interviews with four students in Grade 6, who recently have conducted the tests. The results have been analyzed from a policy enactment perspective and show that students describe the tests as very important, since they believe that the tests have a significant impact on their grades in Swedish. Students have been prepared for the tests in school by teaching of reading comprehension strategies, by practicing on old tests and by looking at assessment examples. Students have also prepared themselves for the test situation in different ways. They have different experiences regarding adjustments during the tests and the students who have had adjustments express positive feelings about them. The students experienced stress and anxiety in varying degrees, mostly before the tests. Separate perspectives of special education emerge in how schools deal with issues as preparation and adjustments of the national tests. How teachers and students interpret policy seems to be an important factor in students’ situations associated to the tests.

Diffusion tensor imaging (DTI) techniques have made it possible to investigate white matter plasticity in humans. Changes in DTI measures, principally increases in fractional anisotropy (FA), have been observed following training programs as diverse as juggling, meditation, and working memory. Here, we sought to test whether three months of reasoning training could alter white matter microstructure. We recruited participants (n = 23) who were enrolled in a course to prepare for the Law School Admission Test (LSAT), a test that places strong demands on reasoning skills, as well as age- and IQ-matched controls planning to take the LSAT in the future (n = 22). DTI data were collected at two scan sessions scheduled three months apart. In trained participants but not controls, we observed decreases in radial diffusivity (RD) in white matter connecting frontal cortices, and in mean diffusivity (MD) within frontal and parietal lobe white matter. Further, participants exhibiting larger gains on the LSAT exhibited greater decreases in MD in the right internal capsule. In summary, reasoning training altered multiple measures of white matter structure in young adults. While the cellular underpinnings are unknown, these results provide evidence of experience-dependent white matter changes that may not be limited to myelination.

Diffusion tensor imaging (DTI) techniques have made it possible to investigate white matter plasticity in humans. Changes in DTI measures, principally increases in fractional anisotropy (FA), have been observed following training programs as diverse as juggling, meditation, and working memory. Here, we sought to test whether three months of reasoning training could alter white matter microstructure. We recruited participants (n = 23) who were enrolled in a course to prepare for the Law School Admission Test (LSAT), a test that places strong demands on reasoning skills, as well as age- and IQ-matched controls planning to take the LSAT in the future (n = 22). DTI data were collected at two scan sessions scheduled three months apart. In trained participants but not controls, we observed decreases in radial diffusivity (RD) in white matter connecting frontal cortices, and in mean diffusivity (MD) within frontal and parietal lobe white matter. Further, participants exhibiting larger gains on the LSAT exhibited greater decreases in MD in the right internal capsule. In summary, reasoning training altered multiple measures of white matter structure in young adults. While the cellular underpinnings are unknown, these results provide evidence of experience-dependent white matter changes that may not be limited to myelination.

In the last decade, there has been a rapid increase globally in scholastic aptitude test-takers seeking tutoring, under the belief it will improve their SAT scores. This research investigates the effects of tutoring on SAT scores and questions the validity of claims made by an SAT tutor (Tutor A) used by students at an international school (School X) in Sharjah, United Arab Emirates (UAE). The research finds no significant difference in reading, math and essay between a quasi-experimental (Group A) and control groups (Group B), who had and had not received tutoring respectively. There is, however, a significant increase in writing for Group A. Moreover, the research also finds Group A has a lower propensity to engage in student driven preparation, such as downloading SAT practice material from the internet and studying without the aid of a tutor. Due to the stratagems style nature of tutoring provided and according to Messick (1982:23) may have detrimental effects to tertiary education. It is concluded more independent research with a larger sample is required to clarify the effects of tutoring on SAT scores. It also suggests engagement in test preparation of this type is futile as a minimal increase in writing scores does not justify the monetary investment made. Policy in the private sector should be developed to heighten student and parent awareness of the phenomena.

El propósito del presente estudio es describir la forma en la que se presentan los procesos de aprendizaje autorregulado con un grupo de estudiantes (22 estudiantes de tercer semestre de Psicología de la PUJ, Cali), en el evento de preparación para la presentación un examen. Asimismo se describen las correlaciones que ocurren entre las distintas fases de dicho proceso de autorregulación del aprendizaje. Para conseguir los objetivos propuestos se ha hecho uso de una observación de desempeño en tiempo real, es decir, de la observación durante una sesión de preparación de examen de los estudiantes, en la cual se emplearon protocolos verbales para dar cuenta de lo que «pasaba por su mente» mientras estudiaban. Una entrevista semi-estructurada y una prueba objetiva. Los resultados fueron analizados a la luz del modelo mixto de procesamiento de información y constructivismo abordado por Winne(1998). Como resultado se encontró una relación significativa entre los niveles de desempeño en el proceso de ARR y el resultado del examen. Igualmente se encontraron bajos niveles de regulación en una parte importante de la muestra y un desfase significativo entre conocimiento declarativo de ARR y desempeño en el mismo., The purpose of the present study is to describe the process of Self-regulated learning ARR in a group of undergraduate students (22 third semester students of psychology at PUJ, Cali) when preparing an exam and the correlations that are presented between the different phases of the ARR. The ARR can be defined as a way to aboard tasks that implies a series of powerful cognitive strategies. In order to accomplish the objectives proposed, it has done a real-time observation, a semi-structured interview and an objective test. The results were analysed using the Winne´s (1998) model. As a result it was found a meaningful relationship between the level of performance in the process of ARR and the test results. In the same way, they were found low levels of regulation in an important amount of the sample and an important difference between ARR declarative knowledge and its performance.

To questions about the who, what and why of item omission on tests in short-response format, very few answers have been provided from a combination of the discipline areas of psychology and educational measurement. In this research study, an empirical approach is taken subsequent to the proposal of a theoretical model. It posits that the three clusters constituting "presage" have effects, some direct, some indirect, some positive, some negative, on the "product"-short-response omit rate-and also influence the hidden (and therefore unable-to-be-measured) "process"-the interaction between item and person. Data were obtained on the 1997 QCS Test population (N = 29 273). A 120-item questionnaire was administered to a random sample of 1908 students, interviews were conducted with selected students, and information was extracted from the test construction matrix. The results are analysed in terms of background and psychological characteristics of the candidate and features of the testing process. It is concluded that the predeterminants of the propensity to omit short-response items include sex of candidate, type of school attended, test-irrelevant thinking, academic self-concept, test-taking strategies, and self-imposed difficulty. One of the subsidiary findings is concerned with attitudes to high-stakes testing, another with the consequences of the contextualization of test items for a certain type of student.