Test Preparation and Test Taking Strategies Scale

Biçak, Bayram

doi:10.1037/t32846-000

Cited by 14 publications

(28 citation statements)

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“…Informing prospective test takers about these insights can potentially lead to more valid interpretations and inferences based on the test scores. Eur J Psychol Educ (2018) shown that for a test taker to be successful when taking a test, it is important to be able to reduce anxiety and sustain motivation (Dodeen et al 2014;Naylor 1997;Sternberg 1998), as well as using effective test-taking strategies, such as willingness to take risks (Bicak 2013;Bond and Harman 1994;Dodeen 2008). Studies in this area often compare groups of test takers and have for example found that high achievers tend to report using more effective testtaking strategies when compared to low achievers (Stenlund et al 2017;Ellis and Ryan 2003;Hong et al 2006;Kim and Goetz 1993), that males are more prone to taking risks when answering test items (see, e.g., Baldiga 2014), and that females and low achievers seem to experience higher levels of test anxiety than males and high achievers (Stenlund et al 2017;Cassady and Johnson 2002;Naylor 1997).…”

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confidence: 99%

The successful test taker: exploring test-taking behavior profiles through cluster analysis

2017

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To be successful in a high-stakes testing situation is desirable for any test taker. It has been found that, beside content knowledge, test-taking behavior, such as risktaking strategies, motivation, and test anxiety, is important for test performance. The purposes of the present study were to identify and group test takers with similar patterns of test-taking behavior and to explore how these groups differ in terms of background characteristics and test performance in a high-stakes achievement test context. A sample of the Swedish Scholastic Assessment Test test takers (N = 1891) completed a questionnaire measuring their motivation, test anxiety, and risk-taking behavior during the test, as well as background characteristics. A two-step cluster analysis revealed three clusters of test takers with significantly different test-taking behavior profiles: a moderate (n = 741), a calm risk taker (n = 637), and a test anxious risk averse (n = 513) profile. Group difference analyses showed that the calm risk taker profile (i.e., a high degree of risktaking together with relatively low levels of test anxiety and motivation during the test) was the most successful profile from a test performance perspective, while the test anxious risk averse profile (i.e., a low degree of risk-taking together with high levels of test anxiety and motivation) was the least successful. Informing prospective test takers about these insights can potentially lead to more valid interpretations and inferences based on the test scores. Eur J Psychol Educ (2018) shown that for a test taker to be successful when taking a test, it is important to be able to reduce anxiety and sustain motivation (Dodeen et al. 2014;Naylor 1997;Sternberg 1998), as well as using effective test-taking strategies, such as willingness to take risks (Bicak 2013;Bond and Harman 1994;Dodeen 2008). Studies in this area often compare groups of test takers and have for example found that high achievers tend to report using more effective testtaking strategies when compared to low achievers (Stenlund et al. 2017;Ellis and Ryan 2003;Hong et al. 2006;Kim and Goetz 1993), that males are more prone to taking risks when answering test items (see, e.g., Baldiga 2014), and that females and low achievers seem to experience higher levels of test anxiety than males and high achievers (Stenlund et al. 2017;Cassady and Johnson 2002;Naylor 1997). Findings like these can help understand and to some extent possibly explain performance differences that are often observed between manifest groups in achievement tests. Still, considering the consequences of successful test-taking behavior in high-stakes test situations, and assuming that test takers adopt different test-taking behavior, exploring differences across groups, in terms of profiles, and identifying patterns that seem associated with sucessful and less successful test-taking, respectively, might add important knowledge to this area. With this study, we therefore aim at identifying subgroups of test takers with similar patter...

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The successful test taker: exploring test-taking behavior profiles through cluster analysis

2017

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“…37 Keza, suçluluğu, yargı ile saptanıncaya yani şüphesiz bir şekilde ortaya konuluncaya kadar herkes, suçsuz sayılacaktır. 38 Öğretide Hocaeminefendizâde Ali Haydar Efendi'nin ve Şimşirgil ve Ekinci'nin, Mecelle'nin 4. maddesine ilişkin açıklamaları ile Mecelle'nin 8. ve 9. maddeleri birlikte değerlendirildiğinde, suçsuzluğun asıl ve kesin bilinen olduğu, şüphe ile asıl ve kesin bilinen hâlin ortadan kalkmayacağı yönünde görüş serdedilmesi mümkündür. 39…”

Section: şüPhe Hâlinde Mahkûmiyete Karar Verilememesi: Mecellenin 4 unclassified

“…44 Centel & Zafer, 2014, s. 709;Özbek, Doğan, Bacaksız, & Tepe, 2017, s. 693;Yurtcan, 2017, s. 286, 287. 45 Bıçak, 2013, s. 117;Centel & Zafer, 2014, s. 709;Gözler, 2016a, s. 314;Özbek vd., 2017, s. 66;Özen, 2017, s. 60, 61;Öztürk vd., 2013, s. 146;Şimşirgil & Ekinci, 2009, s. 96;Ünver & Hakeri, 2014, s. 60;Yurtcan, 2017, s. 287. 46 Bıçak, 2013, s. 119;Erem, 1978, s. 383;Özbek vd., 2017, s. 66;Özen, 2017, s. 60;Öztürk vd., 2013, s. 146, 294;Turhan, 2006, s. 153.…”

Section: Suçsuzluk Karinesi: Mecelle'nin 8 Maddesiunclassified

“…45 Bıçak, 2013, s. 117;Centel & Zafer, 2014, s. 709;Gözler, 2016a, s. 314;Özbek vd., 2017, s. 66;Özen, 2017, s. 60, 61;Öztürk vd., 2013, s. 146;Şimşirgil & Ekinci, 2009, s. 96;Ünver & Hakeri, 2014, s. 60;Yurtcan, 2017, s. 287. 46 Bıçak, 2013, s. 119;Erem, 1978, s. 383;Özbek vd., 2017, s. 66;Özen, 2017, s. 60;Öztürk vd., 2013, s. 146, 294;Turhan, 2006, s. 153. 47 Eğer sanığın, suçu işlediği hususunda şüphe varsa kaide olarak, bu kişi suçsuz olduğu için kişinin, asıl nitelikteki beraati yönünde tercihte bulunulacak; diğer ifadeyle, kişi hakkında beraat kararı verilecektir.…”

Section: Suçsuzluk Karinesi: Mecelle'nin 8 Maddesiunclassified

“…57 Böylelikle, Mecelle'nin 17. ve 18. maddelerinde belirtildiği gibi, bir zorluk/zorda olma hâli dolayısıyla bir süreyi geçiren kişinin, sürenin ilişkin olduğu işlemi yapabilmesi bakımından, bu kişiye, bir kolaylık/bir esneklik/bir genişlik tanınmıştır. 51 Bıçak, 2013, s. 117, 119;Centel & Zafer, 2014, s. 709;Gözler, 2016a, s. 314;Özen, 2017, s. 60, 61;Öztürk vd., 2013, s. 146;Şimşirgil & Ekinci, 2009, s. 96;Ünver & Hakeri, 2014, s. 60. 52 Bk.…”

Section: Suçsuzluk Karinesi: Mecelle'nin 8 Maddesiunclassified

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Explanation Of Some Principles And Provisions Of Criminal Law And Administrative Law With The General Bases Of Mecelle

Kaşka

2018

Gaziantep University Journal of Social Sciences

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Özİslam hukukunun dönemlerinden biri, kanunlaştırma dönemidir. Mecelle, bu dönemde yapılan kanunlardan biridir. Mecelle, İslam hukuku kuralları esas alınarak hazırlanmıştır; ancak içerisinde yalnızca Hanefi mezhebine ait içtihatlar yer almaktadır. Mecelle'nin mukaddime kısmında, iki makale bulunmaktadır. Mecelle'nin birinci maddesi, ilk makaledir. İlk makalede, fıkıh ilminin tanımı ve kapsamı açıklanmıştır. Mecelle'nin ikinci maddesiyle yüzüncü maddesi arasında, külli kaideler olarak adlandırılan ilkeler bulunmaktadır. Bu ilkeler, hukukun tüm disiplinlerinde uygulanabilecek soyut ilkelerdir. Bu bağlamda, Mecelle'nin külli kaidelerinin, ceza hukuku alanında da uygulanması mümkündür. Örneğin ceza hukukunda, suçsuzluk karinesi, şüpheden sanığın yararlanması, kıyas yasağı, eski hâle iade, zorunluluk hâli, suça iştirak türü olarak azmettirenin sorumluluğu, özgürlüğü daha az kısıtlayan koruma tedbirinin tercih edilmesi, suç olmaktan çıkarma akımı, delillerin önemi, hukuka uygunluk sebepleri, Mecelle'nin külli kaideleri ile açıklanabilir. Bu çalışmada, Mecelle'nin külli kaidelerinin, ceza hukuku alanında uygulanabilirliği meselesi incelenecektir. Anahtar Kelimeler: İlm-i fıkh, Külli kaideler, Norm, Varsayım kuralı, Ceza hukuku. AbstractOne of the periods of Islamic law is codification period. Mecelle is one of the codes which was legislated in this period. Mecelle was prepared based on Islamis law rules; but there is only precedents of the Hanafi sect within it. In the introduction part of Mecelle, there are two paragraphs. The first article of Mecelle is the first paragrafh. In first paragraph, description and scope of the Islamic law are explained. Between the second and the hundredth article of Mecelle, there are principles which are named as general bases. These principles are abstract principles that can be applied in all disciplines of the law. In this context, the general bases of Mecelle can be applied in criminal law, too. For example, in criminal law, presumption of innocence, in dubio pro reo, the ban of analogy, restitution, state of necessity, responsibility of abettor which is the kind of complicity, preference of protection measures that less restricted the freedom, decriminalization, the importance of evidences, lawfulness reasons can be explained with the general bases of Mecelle. In this work, the problem of applicability of the general bases of Mecelle in the field of criminal law will be examined.

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The Role of Time Constraints and Domain Knowledge in Reading Comprehension Tests: The Case of Text‐First versus Questions‐First Strategies

Yeari

Schlesinger

Moshka

2021

Reading Research Quarterly

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The present study examined the processing and performance of examinees in reading comprehension (RC) tests, when they read the whole text prior to its questions (text‐first strategy [TFs]) compared to reading the text while and for answering the questions (questions‐first strategy [QFs]). Previous studies have been inconclusive regarding the benefit of TFs, and no studies to date have indicated a benefit for QFs, although test‐taking guidebooks and test‐preparation courses and websites regularly recommend the latter strategy. This study examined whether and how test time constraints and examinees’ domain knowledge modulate the effect of TFs and QFs on examinees’ performance accuracy, performance time, and text search efficiency in RC tests, when they answer high‐ versus low‐level questions. University students with and without domain knowledge were asked to read two expository texts and answer open‐ended questions under TFs and QFs settings, with or without time limitation. Findings demonstrated higher performance accuracy, shorter performance time, and lower search efficiency for QFs as compared to TFs setting, particularly when the task was timed. Domain knowledge enhanced performance accuracy regardless of strategy and time constraints, although performance time and search efficiency were similar for high‐ and low‐knowledge groups. These findings suggest that university students should apply QFs in timed tests with open‐ended questions, and demonstrate the manner in which both strategies can be implemented effectively under different conditions. The theoretical implications of the present findings for goal‐oriented models and RC tests’ validity are further elaborated in the Discussion section.

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Test Preparation and Test Taking Strategies Scale

Cited by 14 publications

References 0 publications

The successful test taker: exploring test-taking behavior profiles through cluster analysis

The successful test taker: exploring test-taking behavior profiles through cluster analysis

Explanation Of Some Principles And Provisions Of Criminal Law And Administrative Law With The General Bases Of Mecelle

The Role of Time Constraints and Domain Knowledge in Reading Comprehension Tests: The Case of Text‐First versus Questions‐First Strategies

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