A Census-Level, Multi-Grade Analysis of the Association between Testing Time, Breaks, and Achievement

Autor/inn/en	Rutkowski, David; Rutkowski, Leslie; Valdivia, Dubravka Svetina; Canbolat, Yusuf; Underhill, Stephanie
Titel	A Census-Level, Multi-Grade Analysis of the Association between Testing Time, Breaks, and Achievement
Quelle	In: Applied Measurement in Education, 36 (2023) 1, S.14-30 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Valdivia, Dubravka Svetina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2023.2172019
Schlagwörter	Testing; Time; Intervals; Academic Achievement; Mathematics Achievement; Language Tests; Scores; Time Factors (Learning); Elementary School Students; Timed Tests + Suchen Sie Ihr Suchwort? Testdurchführung; Testen; Zeit; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Language test; Sprachtest
Abstract	Several states in the US have removed time limits on their state assessments. In Indiana, where this study takes place, the state assessment is both untimed during the testing window and allows unlimited breaks during the testing session. Using grade 3 and 8 math and English state assessment data, in this paper we focus on time used for testing and examine whether students who take more time tend to outperform their peers. Further, we also examine if the number of breaks students take is associated with student achievement scores. Findings suggest that even in an untimed setting, there remains a strong association between time spent on the assessment and achievement at both the student and school level. The number of breaks, on the other hand, show little to no association with achievement after controlling for time. The paper concludes with a discussion of the policy implications of the findings. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01