The paper titled "Test-taking Strategies on Reading Comprehension Tests: A Review of Major Research Themes," authored by Mohammed S. Assiri and Emad A. Alodhahi, focuses on reviewing key research themes related to the use of test-taking strategies in reading comprehension tests. The primary research question examines how different strategies are employed by test takers and how these strategies affect their performance on reading tests.
The purpose of the study is to provide a comprehensive overview of the significant research themes that have emerged regarding the use of strategies during reading comprehension assessments. The scope includes an examination of strategy choice, the impact of test format, the role of language proficiency, and the relationship between strategy use and test performance.
The methodology involves a literature review that synthesizes findings from various studies on test-taking strategies. The authors analyze how these strategies are applied in different contexts, the factors influencing their effectiveness, and the implications for test validity.
Key findings highlight that test-taking strategies are compensatory in nature, meaning they are often used to overcome deficiencies in language ability or test-taking skills. The study reveals that high-proficiency readers tend to use more sophisticated strategies, such as test-management strategies, while low-proficiency readers rely more on test-wiseness strategies. It also emphasizes the significant impact of test format on strategy use, with different formats requiring different approaches.
The study concludes that understanding the use of test-taking strategies is crucial for improving test design and validity. It suggests that these strategies not only influence test performance but also reflect the test taker's language competence. The authors recommend that educators should focus on teaching effective test-taking strategies to enhance students' performance on reading comprehension tests. The findings underscore the importance of aligning test design with the skills intended to be measured, ensuring that the tests are not susceptible to test-wiseness, which could undermine their validity.