Students' adaptation of study strategies when preparing for classroom tests

Abstract

According to theories of students' test preparation, students may optimize their test performance by paying special attention to important information and processing this information in ways that are appropriate to the type of questions included in the forthcoming test. However, research is unclear about the conditions under which students adapt study strategies to the demands of test preparation tasks. Moreover, little is known about the processes and abilities involved. In this article, we present a theoretical model that integrates various factors that seem relevant to strategy adaptation in test preparation, including the teacher's intended task demands, students' perceptions of these demands, students' personal goals for studying, and their ability to adapt and implement strategies. The aim of our model is to stimulate further research on strategy adaptation, which may eventually provide evidence-based guidelines that could help teachers support the development of students' strategy adaptability and use tests as learning tools. © 2006 Springer Science + Business Media, Inc.