LONGITUDINAL STUDIES OF TEST‐WISENESS

Abstract

Longitudinal studies were conducted to examine test‐wiseness (tw) with respect to (a) grade differences, (b) grade by sex interaction, and (c) stability. Included in the tw measure were stem‐option, absurd‐options, similar‐options, and specific‐determiners. Ss were students in grades 5 through 11; 539 Ss were observed twice with a 2 year interval between observations. Results indicated (a) significant increases on tw in four of five cases, (b) no sex by grade interaction, and (c) tw as a stable characteristic over the grade levels studied.