ERIC Number: ED390881
Record Type: RIE
Publication Date: 1988-Apr-7
Reference Count: N/A
Establishing Optimum Time Limits in the Administration of a Standardized Achievement Test.
Rudman, Herbert C.; Raudenbush, Stephen W.
A series of three studies was conducted to determine the effects of testing time above or below the recommended time on results of standardized achievement tests with a sample across all three experiments of 1,219 fifth graders in 59 classrooms in Lansing, Michigan. The first two studies considered the effects of increased time; the third explored the point at which the subtest of interest became sensitive to decreased testing time. The first and second studies established that the Reading Comprehension subtest of the Stanford Achievement Test was sensitive to increased time, and that norms lost their utility with increased time. The probability of benefit to teachers because of improved student achievement results and of benefit to students in terms of placement or other instructional decisions was increased. In the third experiment, the Mathematics Applications subtest, which had not been sensitive to increased time, was studied for decreased time, but there were no evident effects. The usual way of establishing the optimum testing time has been based on some predetermined proportion of students who complete the test, often 90%. These studies are a beginning in developing a model to determine the optimum test time more exactly. (Contains 8 tables, 3 figures, and 19 references.) (SLD)
Descriptors: Achievement Tests, 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 Construction, Test Results, Testing Problems, Time, Timed Tests
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Monitoring; Stanford Achievement Tests
Note: Paper presented at the Annual Meeting of the National Council on Measurement in Education (New Orleans, LA, April 1988). For related studies, see TM 023 944-945.