TEST-TAKING STRATEGIES IN THE KPG READING TEST: INSTRUMENT CONSTRUCTION & INVESTIGATION RESULTS
Maria Stathopoulou and Doriana Nikaki
National and Kapodistrian University of Athens

Abstract: This paper reports on results of one aspect of a larger research project carried out at the Research Centre in English Language Teaching, Testing and Assessment (RCEL), University of Athens. The overall aim of the project is to investigate the test-taking strategies used by Greek users of English when performing the activities of the Greek State Language Exams, known as Kratiko Pistopiitiko Glossomathias (KPG) and whether these can be successfully taught. The aim of this paper is twofold. It firstly aims at discussing findings regarding the testtaking strategies candidates claim to use when responding to the KPG reading tasks and, secondly, at presenting the research instrument used for such an investigation. The research instrument, which is a closedresponse questionnaire, has been designed at the RCEL and administered to candidates who sat for the KPG examination at the November 2008 administration. The findings, which actually demystify the way candidates deal with the reading activities, may prove useful not only for teachers who prepare students for the KPG exam and for the actual candidates but also for syllabus and materials designers.

1. Background to the study
One of the projects presently being carried out at the Research Centre in English Language Teaching, Testing and Assessment (RCEL)1, University of
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Maria Stathopoulou, Doriana Nikaki

Athens, sheds light on the relatively unexplored area of test-taking strategies, which are viewed as the techniques or ‘tricks’ consciously used by test takers when responding to test requirements (cf. Cohen 1998a, 1998b). The purpose of the Test-Taking Strategies Research Project (henceforth