本研究的目的在探討測驗編製原則敎學效果與年級和測驗智巧與冒險取向的關係，並研究學生自我概念與此兩種測驗行爲的關係。受試者取樣自臺北市二所國中，共787人，其中一年級274人，二年級255人，三年級248人。受試者隨機分派爲實驗組和控制組，實驗組敎以測驗編制原則，而控制組則無。得到結果如下：(1)敎導測驗編製原則，有助提高學生測驗智巧的行爲，但不一定會影響冒險取向。(2)實驗組學生的測驗智巧有隨年級而發展的趨勢。(3)學生的自我槪念和測驗智巧與冒險取向間亦無實質關係存在。

The purpose of this study is to investigate the relationships between teaching of the principles of item construction grade and test-wiseness (TW) and risk taking (RT). And this research also explores the relationships between self concept and the two testing behaviors. The subjects of 787 students were selected from two junior high schools in Taipei city. There were 274. 255. and 248 first. second. and third year students, respectively. Subjects were randomly assigned to the experiment group and control group. The students of the experiment group were given a short instruction of the matterial related to the principles of item construction, while students of the control group were not. About three days after the instruction, both groups were given Standard Educational Intelligence Test for testing students' TW and RT. The main findings of the study are: 1. Teaching of the principles of item construction improves students' score on TW, but does not necessarily increase risk taking. 2. For the experiment group, there is evidence that the higher the grade, the higher the average TW score. 3. There is no substantial relationship between self concept and students' TW and RT.