As technology has become more advanced and accessible in instructional settings, there has been an upward trend in computer-based testing in the last decades. The present experimental study examines students' behaviors during computer-based testing in two different conditions and explores how these conditions affect the test results. Results indicate that some of the psychometric features of a test (reliability and validity) could be enriched on computer-based testing if students are provided optimum item response time. In addition, it was found that providing optimum response time for each item influenced the students in the experimental group to not engage in rapid guessing behaviors. Thereby, students spent a reasonable amount of time answering the questions, which resulted in more reliable and valid scores, aforementioned. Lastly, there was no statistically significant difference in two groups in terms of student performance.