An examination of test-wiseness in the cognitive test domain

The construct of test-wiseness (TW) has a relatively short history in educational research. Originally suggested as a possible effector of reliability (Thorndike, 1951), it has since become a frequently used term, but one not without its problems of interpretation. Early confusion over the precise components and functioning of TW stemmed from the fact that although most test-constructors testified to its existence, no empirical research was performed to thoroughly examine the construct. Thorn-dike's pioneering discussion of TW classified it as a possible source of variance in test scores, and described it as a persistent general trait of the test-taker. Although he did postulate possible characteristics of the test-wise individual, Thorndike's brief treatise of TW was descriptive in nature, and did not suggest any specific directions for research. Similarly, in another early appearance in the literature, TW was listed as a component of response variance in objective test questions, but no experimen-tation was cited or proposed (Ebel & Damrin, 1960). In providing the first thorough empirical investigation of TW, Gibb (1964) illustrated the dearth of research, by claiming that the most complete reference o