The Improvement of Self-Understanding Through Test interpretation.

This study investigated the extent to which test interpretation through counseling improved the self-understanding of students in grades five seven, nine and elevens It also studies effects of orientation to testing on (a) students' motivation for learning test information, (b) accuracy of self-estimates, and (4 relationship between motivation and accuracy of self-estimates. Before testing, the experimental group received an orientation concerning the kinds of tests they were to take and how they could use test information. Test interpretation emphasized encouragement of student participation, providing of information by the counselor, and counselor response to the students' feelings. At all grade levels interpretation was associated with increased accuracy of self-estimates of achievement, intelligence, and interests. While a significant decline in accuracy was noted over a two-month follow-up period, a net increase did occur for the period covered by the study. Orientation was (a) positively associated with motivation for learning results in grades seven and nine but not in grades five and eleven and (b) unrelated to increased ti-understanding following test interpretation. [ABSTRACT FROM AUTHOR]