Improving Test-Taking Performance of Secondary At-Risk Youth and Students With Disabilities

Abstract

Preparing at-risk youth and students with mild disabilities for state and district tests is important for improving their test performance, and basic instruction in test preparation can significantly improve student test performance. The article defines noncognitive variables that adversely affect test-taker performance. The article also describes test-taking interventions informed by the review of the literature and provides suggestions for practical classroom use.

Keywords:

• at risk
• disabilities
• test-taking motivation
• test-taking skills

Additional information

Notes on contributors

Tachelle Banks

Tachelle Banks is an associate professor of special education at Cleveland State University. Her current research interests include emotional behavioral disorders, test-taking strategies for at-risk youth and students with disabilities, classroom management, and cognitive behavioral interventions in educational settings.

India Eaton

India Eaton is an undergraduate student at Cleveland State University. Her current research interests include mild to moderate disabilities, at-risk students, and test-taking strategies.