Test-wiseness training and its effects on English-as-a-Second-Language-student performance on a computerized adaptive basic skills test

Date of Award




Degree Name

Doctor of Education (Ed.D.)


Higher Education

First Committee Member

Gilbert Cuevas, Committee Chair


The purpose of this study was to investigate the effect of test-wiseness training on ESL student performance on a standardized, computerized basic skills test of reading and writing and on computer anxiety. Thirty-two high-proficiency ESL students attended a three-and-a-half-hour workshop designed to give students information about the Computerized Placement Test (CPT). The Experimental Group received a component which included test-taking skills training, familiarization with computer keyboards, discussion of the specific CPT form and content, and practice on similar test questions.Data were obtained through the following instruments: a demographic questionnaire, the Florida Multiple Assessment Placement Programs and Services (FL-MAPS) and CPT reading and writing sub-tests, and the Computer Anxiety Scale by Marcoulides (1985). Statistical analyses included t-tests and analyses of covariance to assess significant differences between pre- and post-training scores and computer anxiety, and correlations to test the relationships between computer anxiety and test results.Analysis of the data revealed that: ESL students who received test-wiseness training for computerized examinations did not perform significantly higher on the reading or writing sub-tests of the basic skills tests than those ESL students who do not receive the training; ESL students in the Experimental Group who received test-wiseness training for computerized examinations scored significantly higher on the reading and writing sub-tests of the basic skills tests than they did on the pre-test, and, surprisingly, students in the Control Group also scored significantly higher on the reading post-test than on the pre-test; placement results on the reading sub-test were significantly altered by attendance at the workshop; the treatment seemed to have no significant effect on reducing computer anxiety for either the Control Group or the Experimental Group; and there was no significant negative correlation between level of computer anxiety and reading sub-test CPT scores for ESL students. A detailed discussion of the findings includes recommendations for further research.


Education, Bilingual and Multicultural; Education, Tests and Measurements; Education, Technology of

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