Session Information
09 SES 08 B, Theoretical and Methodological Issues in Testing and Measurement (Part 1)
Paper Session
Contribution
The purpose of this study was to investigate the relationship between the test-completiontime and test performance on three types of classroom achievement tests: multiple-choice, mechanical calculations, and essays. In this study, these three tests were designed as “classroom achievement tests”. A classroom achievement test is a measure of a student’s acquired knowledge and skills in classroom learning. Classroom achievement tests are design to ensure that sufficient time is allowed for all students to attempt all items; however, the items tend to be related to the classroom learning (Linn & Gronlund, 1996). It can be stated that when students answer test questions, they differ from each other not only in their ability to answer the questions correctly, but also in their speed on tests.
Method
Expected Outcomes
References
Bridgeman, B., Cline, F. & Hessinger, J. (2004). Effect of extra time on verbal and quantitative GRE scores. Applied Measurement in Education, v(17), n1: 25-37 Bridges, K. R. (1985). Test-Completion speed: its relationship to performance on three course-based objective examinations. Educational and Psychological Measurement, 45(1),29-35. Hale, G. A. (1992). Effects of amount of time allowed on the test of written English. (ERIC No: 385 569). Kennedy, R. L., & McCallister, C. J. (2000). Statistics scores and testing time (ERIC No: 448 178). Lawrence, I. M. (1993). The effect of test speededness on subgroup performance (ERIC No: 171 793). Linn, R. L. & Gronlund, N. E. (1995). Measurement and assessment intTeaching. (7th ed.). Prentice-Hall, Inc. Columbus, OH.
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