ERIC Number: ED390880
Record Type: RIE
Publication Date: 1987-May
Reference Count: N/A
The Effect of Exceeding Prescribed Time Limits in the Administration of a Standardized Test of Reading Comprehension and Mathematics Applications. Research Series. CEPSE/No. 6.
Rudman, Herbert C.; Raudenbush, Stephen W.
This study is the second in a series designed to explore the probable consequences of exceeding the prescribed time limits in the administration of standardized achievement tests. This study considered whether the test user could apply norms that accompany the test if departures were made from established time limits, and whether increased testing time would affect student benefits in the form of placement or teacher benefits resulting from improved student achievement results. The Reading Comprehension and Mathematics Applications subtests of the Stanford Achievement Test were used for 471 Lansing, Michigan fifth graders nested in block-by-treatment combinations. There was a highly significant positive linear effect of excess time on Reading Comprehension test scores, repeating the effect in the previous study, but no significant effect on mathematics scores. Results suggested that norms lost their significance when time was increased and that the Reading Comprehension test is time sensitive. Excess time increased the probability of teacher "success" if measured by student achievement, and of student benefit, in terms of placement or ranking. Recommendations for careful test monitoring are presented. (Contains 3 figures, 10 tables, and 25 references.) (SLD)
Descriptors: Achievement Tests, Analysis of Covariance, Decision Making, Demography, Elementary School Students, Grade 5, Intermediate Grades, Mathematics Achievement, Mathematics Tests, Norms, Reading Comprehension, Reading Tests, Scores, Standardized Tests, Student Placement, Teacher Evaluation, Test Results, Testing Problems, Time, Timed Tests
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Michigan State Univ., East Lansing. Dept. of Counseling, Educational Psychology, and Special Education.
Identifiers: Monitoring; Stanford Achievement Tests
Note: For related studies, see TM 023 944-946.