The Impact of Test Preparation on Performance of Large-Scale Educational Tests: A Meta-analysis of Experimental Studies

Background: Test preparation has been widely used to optimize test-takers’ potential on large-scale educational tests; meanwhile, people questioned its effect and raised concerns that it may narrow students’ learning. Methods: This meta-analysis provided a statistical synthesis of existing experimental and quasi-experimental studies on the effects of test preparation interventions on students’ test performance on large-scale educational tests. Results: Results from 28 included studies suggested that students’ test performance can be significantly improved by test preparation (g = .26, 95% CI = .10–.42). Using workbooks, developing students’ socio-affective strategies, and teaching test-taking skills were found to be significant moderators of the test preparation effect. Little evidence of practice effect (i.e., using sample items and practice tests) on test preparation was found in the current study. Discussion: The effect of test preparation could be attributed to an increase in domain-specific knowledge or test-specific cognitive skills. However, the current framework of test preparation effect was mainly built upon evidence of the retest effect on cognitive ability tests. We believe that learning and cognition theories provide hints as to how to explain findings in this study, though more evidence from future research is needed.

Review of Educational Research, 00346543251360775