ERIC Number: ED390879
Record Type: RIE
Publication Date: 1986-May
Reference Count: N/A
The Effect of Exceeding Prescribed Time Limits in the Administration of Standardized Achievement Tests: An Abstract. Research Series. CEPSE/No. 5.
Rudman, Herbert C.; Raudenbush, Stephen W.
The effect on achievement when the prescribed maximum time limits of a standardized achievement test are exceeded was studied using students nested in block-by-treatment combinations. The analysis was a hierarchical (nested) randomized blocks analysis of covariance involving 408 fifth graders taking the Stanford Achievement Test in Lansing, Michigan. Results indicated that excess testing time had a significant positive linear effect on reading comprehension and total reading scores and a significant nonlinear effect on the same outcomes. The benefit of excess time was most pronounced between maximum time and 5 minutes more and between 10 and 15 minutes excess time. No significant interactions were found between excess time and selected demographic variables. It was clear that decisions made at the classroom level were substantially more sensitive to the effects of excess time than were student level decisions. Results highlight the importance of excess time at various levels of aggregation. (Contains 9 tables and 24 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Michigan State Univ., East Lansing. Dept. of Counseling, Educational Psychology, and Special Education.
Identifiers: Stanford Achievement Tests
Note: Paper presented at the Annual Meeting of the American Educational Research Association and the National Council on Measurement in Education (April 1986). For related studies, see TM 023 945-946.